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Altermodern Art Education

Altermodern Art Education. Marike Hoekstra & Talita Groenendijk. Altermodern Art. From Altermodern Art to Altermodern Art Education. New ideas on culture → Intercultural Focus on the journey → Process-oriented Multiplicity → Student-based. Central ideas.

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Altermodern Art Education

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  1. Altermodern Art Education Marike Hoekstra & Talita Groenendijk

  2. Altermodern Art

  3. From Altermodern Art to Altermodern Art Education • New ideas on culture → Intercultural • Focus on the journey → Process-oriented • Multiplicity → Student-based

  4. Central ideas • Content: thematic, no western hegemony, contemporary, popular culture and personal perspective, experiences. • Didactics: student initiated, freedom to decide on subject, form, materiaals etc., dialogue, collaboration, room for creative process. • Creative process: unpredictable, no product prescribed, experiment, techniques ‘en passant’, unconventional media.

  5. Research question and research method What will Altermodern Art Education, as art education for the 21st century, look like? What are the design principles? How do teachers implement these principles? Empirical study: Intervention based, process oriented, practice oriented, theory oriented, practitioner as researcher BUT: partly cyclic and not strictly design centered.

  6. Project design • Project collaboration research team and Teacher training Amsterdam School of the Arts • 7 Secondary school teachers Amsterdam, Hilversum en Groningen • Limited period (8 weeks) 1 class per teacher • Cofinanced by the city of Amsterdam • www.altermodernekunsteducatie.nl

  7. Project: Travel

  8. Results • 6 Projects described as single case studies • Differences in themes, approach, numbers of lessons, student-population, age, levels • Variety of suggestions, inspirational examples and reflections by both teachers and students • Intensive project valued by teachers

  9. Suggestions for teachers • Intercultural: Use explicit interventions, contemporary hybrid art, central themes open for personal experience • Process-oriented: Model (altermodern) creative processes, take time for individual advise and support, document processes, reflect on work in progress • Student-based: Be flexible, give increasing autonomy, use ‘enabling constraints’ , vary the amount of freedom, use an openly formulated central assignment

  10. Conclusion • Designprinciples process-oriented and studentbased have been tried out succesfully • Intercultural requires more development and research • Altermodern Art Education has been inspirational but intensive for both teachers and students. • Based on the results of these 6 cases the outlines of AAE will be further developed.

  11. Altermoderne Kunsteducatie marike.hoekstra@ahk.nl

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