Return to search

The formation of visual as concept and practice in art education

This research investigates the formation of visual as discursive practice. Discourses that celebrate, denigrate and omit visual are examined with a particular focus on discourses of the child and technology in art education. This thesis applies poststructural methodologies of discourse analysis to disrupt traditional accounts of discipline configurations determined in histories of art education. With a particular focus on Michel Foucault???s methods of history, archaeology and genealogy, art education as discipline is mapped through an investigation of visual as concept and practice. This research contends that the emergence of current practices in visual culture, as configured within the constraints of art education amplifies the conditions of visual to define art education as a field. It examines the mobilisation of discourse, verified by discipline formations in art education, and the way in which such formations distribute and categorise knowledge that is sequenced within power structures. Therefore, visual, as a discursive practice is one way through which to trace the conditions of the field, including the structure of discipline as knowledge and subject in art education.

Identiferoai:union.ndltd.org:ADTP/258736
Date January 2009
CreatorsBarbousas, Joanna , Art History & Art Education, College of Fine Arts, UNSW
PublisherAwarded by:University of New South Wales. Art History & Art Education
Source SetsAustraliasian Digital Theses Program
LanguageEnglish
Detected LanguageEnglish
RightsCopyright Barbousas Joanna ., http://unsworks.unsw.edu.au/copyright

Page generated in 0.0015 seconds