Uncounted Cadences is a drawing installation in the thesis exhibition that furthers my exploration in tracing movement through psychological and physical geographies. Gestural drawings of human and animal bodies in motion are woven into local landscape imagery that is printed with powdered charcoal through a silkscreen. Using both additive and subtractive processes, the layering and erasure suggest loss, reclamation, and the nature of memory. The drawings are cut and provisionally reassembled into a cinematic sequence as if they are pieces of film being edited and spliced. This process shows an unfolding over time and involves listening to the rhythmic pacing of bodies morphing, decaying, birthing, or leaving. Time is not experienced as progress ; rather, the rearrangement of fragments allows for a continuous retelling of stories. / by Jill Lavetsky. / Thesis (M.F.A.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Made available in DSpace on 2014-07-29T16:27:50Z (GMT). No. of bitstreams: 1 Dissertacao Ivaina de Fatima Oliveira.pdf: 4301058 bytes, checksum: ebff3a331f3bfa3d6bd6b0caccb2fdfd (MD5) Previous issue date: 2008-04-17 / This survey aimed to argue about the (in) visibility of African Brazilian culture in visual arts education specifically examining the Law 10.639/2003 that has established the compulsory teaching of Afro-Brazilian history and African Culture in Basic Education. The field of art education is one of two responsible of this mission. I developed a bibliographic survey about the implementation of the law, considering the social movements, multiculturalism concepts and affirmative actions as relevant factors in the process of its implementation. My search started also with a concern arising from the requirement of the law: How we will work with History and Culture Afro-Brazilian Culture and African contends in the teaching of visual arts? In contrast the invisibility of black culture in visual arts education, I brought up some events that present different regard on black culture as source for a critical art pedagogy, aware about the diversity of our cultural roots and concerned to the enhancement of African culture aesthetics in our people heritage. I see the law as a contribution to a transformative praxis for teaching arts for the inclusion of ethnic, social and cultural groups excluded or included in stereotypical ways. But the question remains without answers because these are always incomplete. This research has shown that we have advanced, but still we have the difficult task of generating more questions about the exclusion in a country marked by social, racial and cultural inequalities. / Essa pesquisa teve como objetivo de refletir sobre a (in)visibilidade da cultura afro brasileira no ensino de artes visuais examinando especificamente a Lei 10.639/2003, que institui a obrigatoriedade do ensino de História e Cultura Afrobrasileira e Africana na Educação Básica. O campo da arte educação é um dentre outros dois incumbidos dessa missão. Realizei um levantamento bibliográfico acerca da implementação da lei, considerando os movimentos sociais, o multiculturalismo e as ações afirmativas como fatores relevantes no processo da sua implementação. Minha pesquisa partiu também de uma inquietação decorrente da obrigatoriedade da lei, ou seja: Como trabalhar com História e Cultura Afro-brasileira e Africana no ensino de artes visuais? Em contraponto a invisibilidade da cultura negra no ensino de artes visuais, enfatizo algumas ações que apresentam com um olhar diferenciado sobre a cultura negra como fonte para uma pedagogia mais crítica, consciente e transformadora a respeito das nossas raízes culturais e para a valorização da cultura africana na nossa formação estética do nosso povo. Vejo a Lei como um aporte para uma práxis transformadora para o ensino de artes ao tornar obrigatória a inclusão de segmentos étnico-sociais e culturais excluídos ou incluídos de formas estereotipadas. Mas a pergunta continua sem respostas mesmo porque essas serão sempre incompletas. A pesquisa mostrou que temos avançado, mas que ainda temos a difícil tarefa de gerar mais questionamentos sobre a exclusão num país marcado por desigualdades sociais, raciais e culturais.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-06-28T17:46:12Z No. of bitstreams: 1 AnaJaciraOliveira.pdf: 1541747 bytes, checksum: f55c1e62400b40f4ab2554ffce162c92 (MD5) / Made available in DSpace on 2017-06-28T17:46:12Z (GMT). No. of bitstreams: 1 AnaJaciraOliveira.pdf: 1541747 bytes, checksum: f55c1e62400b40f4ab2554ffce162c92 (MD5) Previous issue date: 2017-01-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The expressions of the contemporary art provoke, today, a large discussion about topics not considered in the tradition of the art as institution. In this context, the ability to establish relationships between people presents itself as an opening that involves the artistic and political universe. Highlighting the space-time elements that constitute this relationship, the objective was to analyze how they are based on the aesthetic phenomenon of contemporary visual art, a potential public own of political action. This analysis is based on the political conceptions of Hannah Arendt, which involves the conditioning activities of human life on Earth, the objective nature of art, the activities of the spirit, and the author's appropriation of the Kantian judgment of taste. The context analyzed assumes importance when establishing a link between aesthetics and politics, because the taste refers to an extended thought about what appears. The analysis of the political potential of taste refers to the context in which the public space falls apart and in which an aesthetized society emerges. Considering the performance of artists who broke with the notion of beautiful and artistic object, we find in the poetic proposals of Banksy, collective woodcut Map and Beth Moysés, elements that makes up the manifestations that express the search for a relationship with the public based on the re-signification Of space and time, and that is given by the reflection about the way the places are constituted in the urban space. The notion of place was thought here, from the conceptions of the geographer Yi-Fu Tuan. Besides, the search searched sought the theoretical contribution of Anne Cauquelin, Vera Pallamin and Nicolas Bourriaud, authors who think about the proposals of contemporary art. Also, the philosopher Gilles Deleuze's reflections about the time, which dialogue with the tradition of thought concerning to the theme - especially Henri Bergson - contextualize the role it exercises in the relations occasioned by art between man and space, and which point to the Possibility of a re-signification of values from the perception of spaces and times lived. The phenomena of contemporary visual art inhabit in time and re-signify the urban space, constituting possible places of speech of the individual, as well as of the collective. / As expressões da Arte Contemporânea provocam hoje ampla discussão sobre temas que foram desconsiderados na tradição da arte enquanto instituição. Neste contexto, a capacidade de estabelecer relações entre pessoas apresenta-se como uma abertura que envolve o universo artístico e o político. Destacando os elementos espaço-temporais que constituem esta relação, objetivou-se analisar como eles fundamentam nos fenômenos estéticos da arte visual contemporânea, um potencial público próprio da ação política. Esta análise parte das concepções políticas da pensadora Hannah Arendt, que envolve as atividades condicionantes da vida humana na Terra, a natureza objetiva da arte, as atividades do espírito e a apropriação que a autora faz do juízo de gosto kantiano. O contexto analisado assume importância ao estabelecer um elo entre estética e política, pois o gosto remete a um pensamento alargado acerca daquilo que aparece. A análise do potencial político do gosto remete ao contexto em que o espaço público se desfaz e no qual a noção de sociedade emerge. Considerando a atuação de artistas que romperam com a noção de belo e de objeto artístico, encontramos, nas propostas poéticas de Banksy, coletivo Mapa Xilográfico e Beth Moysés, elementos que compõem as manifestações que expressam a busca de uma relação com o público, baseada na ressignificação do espaço e do tempo, e que se dá pela reflexão acerca da forma como os lugares se constituem no espaço urbano. A noção de lugar foi pensada, aqui, a partir das concepções do geógrafo Yi-Fu Tuan. Além disso, a pesquisa buscou o aporte teórico de Anne Cauquelin, Vera Pallamin e Nicolas Bourriaud, autores que pensam sobre as propostas da Arte Contemporânea. Também, as reflexões do filósofo Gilles Deleuze acerca do tempo, que dialogam com a tradição do pensamento relativas ao tema - com destaque para Henri Bergson -, contextualizam o papel que este exerce nas relações ocasionadas pela arte entre homem e espaço e que apontam para a possibilidade de uma ressignificação de valores a partir da percepção de espaços e tempos vividos. Os fenômenos da arte visual contemporânea habitam no tempo e ressignificam o espaço urbano, constituindo possíveis lugares de fala do indivíduo, bem como do coletivo.

Esta tese aborda os processos de significação dos conhecimentos em arte no ensino em Moçambique. O foco é a apreensão dos sentidos que circulam na prática docente das disciplinas referentes às artes visuais, visando refletir acerca das relações entre educação, arte e conhecimento no Sistema Nacional de Educação. A pesquisa foi motivada pela possibilidade de evidenciar a contribuição do aprendizado de/em arte e promover a produção artísticacultural, a percepção, a compreensão, a interpretação do meio envolvente intermediado por intervenções conscientes e transformadoras para o desenvolvimento humano; pela necessidade de refletir não só sobre a ausência de investimentos em recursos humanos, tecnológicos e materiais na área de Artes em Moçambique, como também sobre o tratamento tecnocrático dado a esta área de conhecimento. O referencial teórico-metodológico baseou-se na semiótica discursiva para analisar os textos/entrevistas dos professores formadores da Universidade Pedagógica e consubstanciar os sentidos produzidos e reproduzidos. Ressalta que a significação se constrói através da produção e apreensão dos efeitos de sentidos, na relação do sujeito com o currículo. O corpus de pesquisa foi constituído a partir de entrevistas semiestruturadas realizadas com sete professores. As análises mostraram sentidos que emergem a partir da presença do Outro, o ensino de arte na Educação Visual, que causa estranhamentos no Sistema Nacional de Educação. As significações apresentam-se dentro da circularidade entre as disciplinas de Desenho Técnico/Geométrico e Educação Visual/Artes e apontam efeitos de sentidos que focalizam a dualidade entre o inteligível e o sensível, num contexto em que a priori se deveria processar a interdisciplinaridade. As conclusões apresentam posições discursivas que espelham o ajustamento entre as competências e performances do querer fazer e do querer ser em relação à área artística e ao Outro em oposição. Por outro lado, visualizaram-se sentidos que destacam o ensino de Artes como importante para o desenvolvimento humano, mas pouco valorizado e considerado sem complexidade. Revelam ainda o desenho geométrico como área caracterizada pela inflexibilidade dentro do Sistema Nacional de Educação. / This thesis addresses the meaning processes from knowledge in art in education in Mozambique. The center of attention is the meaning apprehension that surrounds teaching practice in the disciplines related to visual art, aiming to reflect about the relation among education, art and knowledge in the National Education System. The research was motivated by two reasons: the possibility to evidence the contribution of learning of/with art by promoting artistic and cultural production, the perception, comprehension, interpretation of the context intermediated by conscious and transforming interventions to the human development; and, by the necessity of reflecting not only about the absence of investment in human resources, technology and materials in art domain in Mozambique, but also about the technocratic treatment that is given to the knowledge field. The theoretical and methodological referential is based on discursive semiotic in order to analyze the texts/interviews from teachers trainers from the Pedagogical University and consubstantiate the produced and reproduced meaning. Based on this perspective, it is emphasized that meaning is produced through production and apprehension of meaning effects, which results from the relation between the subject and the curriculum. The research corpus was established by semi-structured interviews made with seven teachers. The analysis showed meanings that emerged from the presence of the Other, teaching art in Visual Education, that causes estrangement in the National Education System. The meanings are visible inside the circularity of the disciplines of Geometric/Technical Drawing and Visual/Art Education and they indicate meaning effects that focus on the duality between sensible and intelligible, in a context that a priori should manage the interdisciplinarity. The conclusions reveal discursive positions that mirror the adjustment between competencies and performances of wanting to do and wanting to be in relation to the artistic domain and to the Other in opposition. On the other hand, meanings that highlight art teaching as something import to human development, but underestimate and considered without complexity are identified. It also discloses the geometric drawing as a discipline characterized by the inflexibility inside the National Education System.

Master of Visual Arts / This thesis is an exploration into the ether of the digital aesthetic. It attempts to capture a segment of the continually morphing space then deconstruct and analyse it through electronic and new media art. Herein you will find a questioning of technology and control within electronic and new media art as an investigation into better understanding the current media image and visual culture that so powerfully influences the modern social construct. By nature this argument has existed for some years but only now with advancements in technology and more affordable realisation of ideas by media artists, the topic of the digital aesethetic, technology and control has become relevant for popular debate. As war lingers in our minds, terrorism hits headlines, and experiements in cloning human DNA take place, the technology that society demands can only necessarily be seen as a major contributing factor to today's strange times. However, strange or not, the questions I wish to discuss; Does technology determine contemporary society or do we determine technology? Where does the control exist?

<p><p>Denna uppsats behandlar hur naturen används som ett pedagogiskt rum och barnets</p><p>bildskapande i naturen sett ur olika perspektiv. De flätas samman i en undersökning hur</p><p>pedagoger använder barnets bildskapande i naturen. I den här uppsatsen undersöks en förskola</p><p>för att kartlägga deras vanor och visioner om bildskapande i naturen. Utifrån intervju och studie</p><p>belyser uppsatsen både pedagogernas erfarenheter och visioner såväl som barnens upplevelser.</p><p>Studieobjektet i denna undersökning är en Ur och Skur profilerad förskola.</p><p>Huvudresultatet är att miljön för barnens bildskapande påverkar och gör sitt avtryck. Får barnet</p><p>näring till sin fantasi sker en utveckling.</p></p> / <p><p>This essay examines from different perspectives how the nature is used as an educational</p><p>environment for childrens creation of visual arts. Childrens creations of visual arts in the nature</p><p>are brought together with educationists practice. More closely, one preschool class and their</p><p>educationists have been examined and interviewed about their experiences, practices and visions</p><p>of creating art in the forest. The school in this inquiry has focus of outdoor education (sv. ”Ur</p><p>och Skur”).</p><p>The main result is that the environment for childrens creation of visual art make sense and takes</p><p>an impression of. May children get livelihood/stimulation for their imagination it will be a</p><p>progress</p></p>

Denna uppsats behandlar hur naturen används som ett pedagogiskt rum och barnets bildskapande i naturen sett ur olika perspektiv. De flätas samman i en undersökning hur pedagoger använder barnets bildskapande i naturen. I den här uppsatsen undersöks en förskola för att kartlägga deras vanor och visioner om bildskapande i naturen. Utifrån intervju och studie belyser uppsatsen både pedagogernas erfarenheter och visioner såväl som barnens upplevelser. Studieobjektet i denna undersökning är en Ur och Skur profilerad förskola. Huvudresultatet är att miljön för barnens bildskapande påverkar och gör sitt avtryck. Får barnet näring till sin fantasi sker en utveckling. / This essay examines from different perspectives how the nature is used as an educational environment for childrens creation of visual arts. Childrens creations of visual arts in the nature are brought together with educationists practice. More closely, one preschool class and their educationists have been examined and interviewed about their experiences, practices and visions of creating art in the forest. The school in this inquiry has focus of outdoor education (sv. ”Ur och Skur”). The main result is that the environment for childrens creation of visual art make sense and takes an impression of. May children get livelihood/stimulation for their imagination it will be a progress

The purpose of this document is to design and record a Kindergarten visual arts unit using the Activboard to determine how student achievement, motivation, and interest are impacted. Methods of data collection include both observational recording and student interviews. The Activboard facilitates a highly interactive study of the art curriculum and data collected throughout the unit indicates a positive impact on student achievement, motivation, and interest.

This project explores the intersection of postwar German history, visual art, and left-wing terrorism. More than thirty years have now passed since the German Red Army Faction’s (1970-1998) most spectacular violent campaign—the so-called “German Autumn” of 1977—and yet the organization continues to elicit a variety of cultural responses from many artists. Interestingly, many films, texts, and visual artworks featuring the Red Army Faction (RAF) as their subject focus heavily on the group’s charismatic founders and on the German state’s vigorous efforts to suppress them and their successors, and yet these works pay comparatively scant attention to the individuals whom the RAF murdered. In light of this observation, I argue that the German Left’s cultural memory of the RAF was and still is marked not only by a significant ambivalence concerning the RAF (especially the founders) and the German state, but also the victims. As a means of elucidating this ambivalence, I offer close “readings” of two works of visual art that debuted at different moments in the years following the German Autumn. Gerhard Richter’s October 18, 1977 (1988) is a photorealist series that invites viewers to consider the lives and especially the deaths of the RAF’s principal members, while Hans-Peter Feldmann’s photo compilation The Dead 1967-1993 (1998) presents a sobering chronology of individuals killed either directly or indirectly as a result of the German leftist counterculture, including terrorist violence, without making an immediate distinction between perpetrators and victims. Within the framework of the larger RAF cultural memory, the works of Richter and Feldmann thus help clarify some of the causes and effects of the German Left’s suspended resolution regarding RAF terrorism. / text

The main purpose of the study is to increase the understanding of preschool teacher’s use of the visual art as a teaching method, how visual art can be used a pedagogical tool. What tools are needed to make visual arts a subject of development and exploring. Qualitative interviews have been conducted with three preschool teachers. The result shows that visual art is used as a tool in planned activities like picture by picture talks, with themes where the children are encouraged to process their personal experiences with visual art but also to visualise their experiences independently through their own creating of visual art. Preschool teacher's role also appears as central in the results, where preschool teacher selection to control and guide the children in different grade can have consequences in work with visual arts. Preschool teachers believe that children can learn and develop different ways to see, speak, feel, think and communicate through the use of visual art. The teachers believe that there is a need for a more available and visible environment to make the teaching method more explorative, where the children can use different materials and techniques for exploring and also interacting with an educator who can pose challenging questions.