Angels Ghosts Et Cannibals

Kevin Tavin's book personifies a journey through art education at the beginning of the twentieth-first century. Starting with advancing critical pedagogy and visual studies, the book establishes a path for the movement of visual culture. It then attempts to wrestle with speculative angels and search for liminal apparitions within theory and practice of visual culture. This includes struggling to create a theoretical framework and position specific examples for art education. The essays begin to shift from a critical pedagogy perspective to one informed by Lacanian psychoanalytic theory. The second part of the book embodies an attempt to turn visual culture and art education on its head, so to speak. In total, the book may be read as an assemblage of ideas, provocations, and suggestions for cannibalizing theory and self-cannibalizing practice of art education, as we move toward a post-visual culture era, as well as a personal and professional challenge to know, and remain in doubt.

This book personifies a journey through art education at the beginning of the twentieth-first century. Starting with advancing critical pedagogy and visual studies, the book establishes a path for the movement of visual culture. It then attempts to wrestle with speculative angels and search for liminal apparitions within theory and practice of visual culture. This includes struggling to create a theoretical framework and position specific examples for art education. The essays begin to shift from a critical pedagogy perspective to one informed by Lacanian psychoanalytic theory. The second part of the book embodies an attempt to turn visual culture and art education on its head, so to speak. In total, the book may be read as an assemblage of ideas, provocations, and suggestions for cannibalizing theory and self-cannibalizing practice of art education, as we move toward a post-visual culture era, as well as a personal and professional challenge to know, and remain in doubt.

This book concentrates on the deep historical, political, and institutional relationships between art, education, and excess. Going beyond field specific discourses of art history, art criticism, philosophy, and aesthetics, it explores how the concept of excess has been important and enduring from antiquity through contemporary art, and from early film through the newer interactive media. Examples considered throughout the book focus on disgust, grandiosity, sex, violence, horror, disfigurement, endurance, shock, abundance, and emptiness, and frames them all within an educational context. Together they provide theories and classificatory systems, historical and political interpretations of art and excess, examples of popular culture, and suggestions for the future of educational practice.

This open access edited volume provides theoretical, practical, and historical perspectives on art and education in a post-digital, post-internet era. Recently, these terms have been attached to artworks, artists, exhibitions, and educational practices that deal with the relationships between online and offline, digital and physical, and material and immaterial. By taking the current socio-technological conditions of the post-digital and the post-internet seriously, contributors challenge fixed narratives and field-specific ownership of these terms, as well as explore their potential and possible shortcomings when discussing art and education. Chapters also recognize historical forebears of digital art and education while critically assessing art, media, and other realms of engagement. This book encourages readers to explore what kind of educational futures might a post-digital, post-internet era engender.

This thematic volume explores the relationship between the arts and learning in various educational contexts and across cultures, but with a focus on higher education and organizational learning. Arts-based interventions are at the heart of this volume, which addresses how they are conceived, designed, carried out, and assessed in different higher educational and cultural contexts. Readers will discover diverse perspectives of the contributing authors from across the world and from a variety of settings: formal education, informal learning for adults and organisational learning. A necessary introductory conceptualisation sets the stage for the discussion of the different cases, with chapters presented according to the art forms the address: performing arts, dance, music, language arts, visual arts, multi-arts and a conclusive chapter on future perspectives for arts-based educational approaches. Arts-based Methods and Organisational Learning: Higher Education Around the World will inspire and inform both scholars and practitioners who are dealing with the arts in education and organisations.

This book explores art practice and learning as processes that break new ground, through which new perceptions of self and world emerge. Examining art practice in educational settings where emphasis is placed upon a pragmatics of the ‘suddenly possible’, Atkinson looks at the issues of ethics, aesthetics, and politics of learning and teaching. These learning encounters drive students beyond the security of established patterns of learning into new and modified modes of thinking, feeling, seeing, and making.

Ghosts and Goosebumps is a rich collection of folktales and superstitions that capture the oral traditions of central and southeastern Alabama. In its pages one can glimpse the long-lost horse-and-buggy times, when people sat up all night with the dead and dying, hoed and handpicked cotton, drew water from wells, and met the devil rather regularly. The book is divided into three parts--tales, superstitions, and slave narratives. The spirits of treasure-keepers, poltergeists, murderers and the murdered, wicked men and good-men-and-true float through the book's first section. Sue Peacock, for example, recalls seeing the ghost of her brother, and E.C. Nevin describes a mysterious light in a swamp. In other tales, reports of supernatural experiences are proved to be rationally explicable--Lee Wilson's devil in the cemetery turns out to be a cow and chains rattling near New Tabernacle Church in Coffee County belong not to specters but to hogs. The superstitions are arranged according to subject and include such topics as love and marriage, weather and the seasons, wish making, bad luck, signs, and portents. Anonymous tellers confide that it is bad luck to carry ashes out after dark, to let a locust holler in your hand, to rock an empty rocking chair, to let your fishing pole cross someone else's, or to have a two-dollar bill (unless one corner has been removed). The slave narratives, selected from the Works Progress Administration Folklore Collection, are substantial and yield a fascinating view of nineteenth century African-American folk life, replete with sillies and lazy men, preachers and witches, brave little boys, and reluctant bridegrooms. Although the times and places have changed, the spirit of the folk is unaltered. Taken together, these folktales are marvelously diverse--by turns fearsome, fantastical, witty, ribald, charmingly innocent--showing people from all backgrounds, their endless vices and occasional virtues, their hopes, fears, and loves.