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Relevant bibliographies by topics / Artmaking

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Dissertations / Theses
Books
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Academic literature on the topic 'Artmaking'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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Journal articles on the topic "Artmaking"

1

Damajanti, Irma, Ardhana Riswarie, Lulu Lusianti Fitri, RR Sri Wachyuni, and Miryam Wedyaswari. "Distance Therapeutic Artmaking:." Journal of Visual Art and Design 13, no. 2 (February 4, 2022): 131–43. http://dx.doi.org/10.5614/j.vad.2021.13.2.4.

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Therapeutic uses of art have been acknowledged since even before the emergence of art therapy as a discipline and profession. Over the last couple of years, the Psychology of Art course managed under the Visual Art Study Program ITB has included discussion and therapeutic artmaking practice for students from all over the university. During the beginning of the Covid-19 pandemic, the delivery of therapeutic artmaking practice in the classroom had to be adjusted. Therefore, a video guide was created to help the students to follow the course activities. This paper describes the process and the theoretical background of making the video guide as well as discussing some of the students’ reports using the self-concept framework and the effectiveness of distance therapeutic artmaking activities. The preliminary study used a quasi-experimental approach, specifically a pre-experimental design, towards Psychology of Art students in 2020. The data used included verbal reports and images, which were analyzed qualitatively using codification and content analysis with two raters to discuss the findings. The results showed that the activity was impactful towards students’ self-concept. In some findings, the participants elaborated how the activity had impacted them positively. In the future, this model of distant therapeutic artmaking can be further developed and distributed to give benefits to a larger audience.

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Snir, Sharon. "Artmaking in Elementary School Art Therapy: Associations with Pre-Treatment Behavioral Problems and Therapy Outcomes." Children 9, no. 9 (August 25, 2022): 1277. http://dx.doi.org/10.3390/children9091277.

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Engaging in artmaking is one of the key components of art therapy. Theoretical conceptualizations posit that artmaking is not only influenced by the mental state of the artmaker, but can also modify it. The quantitative longitudinal study reported here examined these assumptions in the context of school art therapy. Seventy-seven elementary school students in art therapy in Israel completed the Art Based Intervention Questionnaire (ABI) three times during the therapy year. Their parents and homeroom teachers reported on the students’ behavioral and emotional problems on the Child Behavior Checklist (CBCL for parents, and TRF version for teachers). The results indicated an inverse correlation between the students’ externalizing and mixed problems before starting treatment and these clients’ experiences of artmaking during the first month of therapy. A regression model for predicting gain scores on the TRF internalizing problem indices was significant, whereas the significant regression predictor was the students’ experience of artmaking at T1. These findings provide initial support for an association between the experience of artmaking and mental state, and an improvement in mental state, and are discussed in relation to the context of school art therapy.

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Tellie, Benjamin, and Josh Dracup. "Exploring Bullying Through Artmaking." Art Education 69, no. 1 (December 17, 2015): 8–15. http://dx.doi.org/10.1080/00043125.2016.1106842.

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Walker, Sydney. "Artmaking, Subjectivity, and Signification." Studies in Art Education 51, no. 1 (October 2009): 77–91. http://dx.doi.org/10.1080/00393541.2009.11518792.

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Walker, Sydney. "Artmaking and the Sinthome." Research in Arts and Education 2014, no. 2 (September 1, 2014): 1–9. http://dx.doi.org/10.54916/rae.118791.

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Mcgovern, Thomas. "Artmaking in a Contested Eden." Afterimage 28, no. 5 (March 2001): 18–19. http://dx.doi.org/10.1525/aft.2001.28.5.18a.

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Angelides, Panayiotis, and Antonia Michaelidou. "Collaborative Artmaking for Reducing Marginalization." Studies in Art Education 51, no. 1 (October 2009): 36–49. http://dx.doi.org/10.1080/00393541.2009.11518789.

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Alexander, Karenlee Clarke. "Artmaking: Bridge to metaphorical thinking." Arts in Psychotherapy 18, no. 2 (January 1991): 105–11. http://dx.doi.org/10.1016/0197-4556(91)90017-5.

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Sinquefield-Kangas, Rachel, Antti Rajala, and Kristiina Kumpulainen. "Exploring empathy performativity in students’ video artworks." International Journal of Education Through Art 18, no. 2 (June 1, 2022): 145–60. http://dx.doi.org/10.1386/eta_00091_1.

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This article examines events of empathy as they occur during artmaking using the lens of agential realism. We do this to trouble more traditional psychological constructs of empathy and, instead, rethink it as performative and relational. Drawing on new materialisms and Karen Barad’s ‘agential realism’, we do not treat artmaking, young people and empathy in any hierarchy but want to understand how these come together as ‘things-in-phenomena’. Written recountings of a video artwork are used in mapping the entanglements of cats and dogs with three Finnish high-school girls as they answer the question ‘what is empathy?’. The study shows how objects/materials/matter(s) are agentic in co-constituting conditions invocative of empathy phenomena during artmaking. We conclude by suggesting that an agential realist account of art and empathy calls for art educators to pay close attention to objects/materials/matter(s) in their heterogenous connections.

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Yılmazlı Trout, İnci, Shaniek Tose, Caitlin Caswell, and M. Candace Christensen. "Integrating Arts in a Collaborative Research Process: An Arts-Informed Inquiry." LEARNing Landscapes 15, no. 1 (June 23, 2022): 367–83. http://dx.doi.org/10.36510/learnland.v15i1.1085.

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The rich learning that accompanies collaborative research practices can go unappreciated without systematic reflection and examination, which is an under-researched area. In this arts-informed inquiry, grounded in the experiences of four scholars, we show how artmaking was integrated into a qualitative research process to represent findings. In the qualitative phase, we analyzed researcher reflections kept throughout the research process to identify themes. Then, we created different art forms to represent the themes. Engaging in artmaking allowed us to be reflexive, strengthened our understanding of collaboration, and how using arts expanded the qualitative findings.

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Dissertations / Theses on the topic "Artmaking"

1

Ravisankar, Ramya N. "Artmaking as Entanglement: Expanded notions of artmaking through new materialism." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557001719441416.

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Carton, Sarah Beth, and Sarah Beth Carton. "Intergenerational Child-Directed Artmaking." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/621918.

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Throughout this study, I investigate the interaction that occurs between a parent and her child when creating a collaborative drawing. The purpose of this study is to find ways in which to change common images of children and their capabilities in forming and making decisions, problem solving and communication skills, and imaginative story telling abilities. This research seeks to answer some of the following questions: In what ways are children and adults influenced by the child taking ownership of the artmaking experience and how does giving the child ownership and control over the experience change the experience for the adult? I observe two mothers as they collaborate with their young sons (ages 3 and 4) to create a drawing, discuss their experience with them and analyze their final images. Utilizing these methods, I uncover common themes and ideas about the view that adults have of children and ways of shifting these ideas of power and control over to children. I provide my recommendations and implications for the field of early childhood art education and offer a guide for parents when working with their young children.

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Carrock, Solla. "An intuitive approach to artmaking." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299792513.

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Collins, Kate Ann. "Cultivating Citizen Artists: Interdisciplinary Dialogic Artmaking." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1408661362.

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Mulligan, Ryan. "Defending Defense: Circular Arguments About Artmaking." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1370.

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This paper is a critical look at video and performance arts intrinsic relationship to culture. Investigations of storytelling, personal mythology, fear, and image saturation. Think-pieces on the nature of art in an entertainment society. Juggling a brief overview of various works and their relation to over arching themes of game theory, dark humor, and fascination with media. An in depth look at the process of the thesis show, "Defense is the Best Defense." Multiple takes on the thesis exhibit counterbalance the need for contemporary art to include description. This paper is a detailed look at the process of Ryan Mulligan's artwork and methods of materials. Ryan Mulligan's work takes the form of performance lectures, video, and installations. Here the intuitive is dismissed and a demystifying approach to describing production and theory bridges a gap in contemporary literature on art making. Anecdotal stories on process, desires, thrusts, and methods illuminate an any-means-necessary artistic approach.

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Roberts, Teresa L. "Collaboration in Contemporary Artmaking: Practice and Pedagogy." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1248880538.

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Fischer, Lauren D. "Development of interpersonal skills through collaboartive artmaking curriculum." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538511.

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The purpose of this study was to examine how collaborative artmaking activates and supports the development of interpersonal skills in young children. By means of a qualitative case study, this study explored how collaborative art projects engage children in using problem-solving, cooperation, and negotiation skills. Data were collected through observation of small groups of preschool children as they participated in collaborative art projects. Field notes, videotaping, small group interviews, and conversations with colleagues were the primary methods for data collection. The data were analyzed using the literature from the Reggio Emilia philosophy and research on collaborative artmaking and interpersonal skills development. Thematic groupings from both deductive and inductive coding techniques were used to analyze the data and draw inferences about the findings. Results show that children co-construct knowledge through the visual language of art during collaborative artmaking. Over time, this construction supports children in their interpersonal skill development. The art medium used in the projects and the role of teacher were examined, revealing how the children were supported in developing problem-solving, cooperation, and negotiation skills. This study makes an important contribution to the literature because it draws connections between collaborative artmaking and interpersonal skill development.

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Donald, Bridgett Faith. "Reflective Artmaking Coupled with Service-Learning| Making Community Visible." Thesis, University of Pittsburgh, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10645780.

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Practitioners have agreed that service-learning programs or curricula guide students into developing a more robust connection to the community in which they live as well as amongst other members of that community (Eyler, Giles, Stenson, & Gray, 2001). However, what isn’t known extensively is how these outcomes have been generated (Kiely, 2005a). Based upon Milne’s (2000) reflective artmaking, this arts-based ethnographic study introduces the terminology reflective artmaking service-learning, demonstrating how the coupled learning processes of reflective artmaking and service-learning respond to the call for research. The Capacities for Imaginative Learning (Holzer, 2009) facilitated my ethnographic analysis, providing specificity towards deconstructing the underlying mechanisms of processing and filtering. Conducted in Texas among Christian homeschool students, this study inquires, how does reflective artmaking coupled with service-learning help to make the underlying concept of “community” visible? This ethnographic study focuses on the educative (Dewey, 1938) value of an arts-infused program with Christian homeschooled youth (ages 11-17) in Texas. Significant findings include the ways in which experiential learning based on a constructivist epistemology and a focus on the self was a suitable, but yet limiting, theoretical framework. Suggestions include ways to use reflective artmaking coupled with service-learning to enhance the authenticity and applicability of projects and thus to enhance student interest and ownership. This study provides a broad set practitioners in educational programs and public, private, and home schools with practical, innovative, substantive, and customizable methods of incorporating arts-based reflection on civic engagement within their teaching practices.

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Beyer, Anjelie, and mikewood@deakin edu au. "Our ground : A study of artmaking and landscape in Mildura." Deakin University. School of Social Inquiry, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060831.115529.

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Kaplan, Heather Grace. "Young Children’s Playful Artmaking: An Ontological Direction for Art Education." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468977542.

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Books on the topic "Artmaking"

1

Bayles, David. Art & fear: Observations on the perils (and rewards) of artmaking. Santa Barbara, CA: Capra, 1993.

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Ted, Orland, ed. Art & fear: Observations on the perils (and rewards) of artmaking. Santa Cruz, CA: Image Continuum Press, 1993.

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Ted, Orland, ed. Art & fear: Observations on the perils (and rewards) of artmaking. Santa Barbara, CA: Capra, 1993.

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4

The story in the picture: Inquiry and artmaking with young children. New York: Teachers College, Columbia University, 2009.

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5

B, Jaquith Diane, ed. Engaging learners through artmaking: Choice-based art education in the classroom. New York: Teachers College Press, 2009.

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6

Lee, Candace. A gathering place: Artmaking by Asian/Pacific women in traditional and contemporary directions. Edited by Hsiao-min 1929-, Tran Dylan, Auerbach Susan 1956-, and Pacific Asia Museum. Pasadena, Calif: Pacific Asia Museum, 1995.

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7

Zhi zao yi shu: Lun Gudeman de yi shu zhe xue = Artmaking : a study on Nelson Goodman's philosophy of art. Taibei Shi: Zheng da chu ban she, 2013.

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8

Bal, Mieke. Image-Thinking: Artmaking As Cultural Analysis. Edinburgh University Press, 2022.

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Bal, Mieke. Image-Thinking: Artmaking As Cultural Analysis. Edinburgh University Press, 2022.

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Bal, Mieke. Image-Thinking: Artmaking As Cultural Analysis. Edinburgh University Press, 2022.

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Book chapters on the topic "Artmaking"

1

Hunter, Lynette. "duskin drum, Selections from Performance Artmaking." In Politics of Practice, 215–43. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14019-9_9.

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Irwin, Rita L. "Listening to the Shapes of Collaborative Artmaking." In Arts Education and Curriculum Studies, 92–99. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315467016-10.

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Rousell, David, Alexandra Lasczik, Rita L. Irwin, Jemma Peisker, David Ellis, and Katie Hotko. "Site/Sight/Insight: Becoming a Socioecological Learner Through Collaborative Artmaking Practices." In Touchstones for Deterritorializing Socioecological Learning, 163–87. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12212-6_7.

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Smith, Timothy J. "Toward an Anti-Racist and Anti-Colonial Post-Internet Curriculum in Digital Art Education." In Post-Digital, Post-Internet Art and Education, 239–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_14.

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AbstractThis chapter examines how reframing post-internet art through anti-racist and anti-colonial lenses in digital art curriculum can cultivate critical and transformative artist practices for students. Anti-racist and anti-colonial approaches offer frameworks for critically analyzing identity, ideology, and power relations toward decentering the art canon and qualitatively shifting curriculum toward critical dialogues and social action. Through a retrospection of the author’s own active and ongoing transformation as teacher, as well as through an analysis of artist Tabita Reziare’s post-internet practice, this article builds a pedagogical foundation for students to generate their own critical consciousness in learning and artmaking through a digital art curriculum.

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Boske, Christa. "Artmaking as Sensemaking: A Conceptual Model to Promote Social Justice and Change." In Handbook on Promoting Social Justice in Education, 1–18. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74078-2_71-1.

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Boske, Christa. "Artmaking as Sensemaking: A Conceptual Model to Promote Social Justice and Change." In Handbook on Promoting Social Justice in Education, 943–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-14625-2_71.

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Boske, Christa. "The Power of Artmaking to Deepen Ways of Knowing and Responding to Injustices." In Handbook on Promoting Social Justice in Education, 1–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74078-2_36-1.

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Boske, Christa. "The Power of Artmaking to Deepen Ways of Knowing and Responding to Injustices." In Handbook on Promoting Social Justice in Education, 979–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-14625-2_36.

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"Third Habit: Artmaking." In Reading Underwater Wreckage. Bloomsbury Academic, 2022. http://dx.doi.org/10.5040/9781350290037.ch-4.

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"Networks for Planetary Artmaking." In Digital Currents, 251–56. Routledge, 2004. http://dx.doi.org/10.4324/9780203005279-41.

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Conference papers on the topic "Artmaking"

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Lawton, P. H., and EdDCTA, MFA. "The Personal as Professional: Mentorship, Artmaking, Teaching and Research." In The International Conference on Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/icreconf.2019.04.217.

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Peck, Samuel. "Using Artmaking Processes to Interrogate Contradictions and Conflicts of Teacher Identity." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685528.

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Keleri, Maritina, Daphne Economou, and Jeffrey Ferguson. "Doctoral Colloquium—Artmaking: From a Hands-On Process to a VR Translation." In 2022 8th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2022. http://dx.doi.org/10.23919/ilrn55037.2022.9815907.

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