Making Collaborative Place Manipulations

This paper presents a research perspective on a cross disciplinary empirical collaboration project conducted in 2016 (Buhl & Skov 2017) and repeated in 2018 between students on two different education programs at Aalborg University Copenhagen and University College Copenhagen aiming to develop new learning designs for art teacher education. We wanted to utilize and activate the prerequisites of both parties by bringing their competences together as designers and users respectively. The project should develop new ways to educate art teacher students to re-mediating of visual conventions, enhance their 'sense' of location, and enhance their possibility for active citizenship inspired by current ideas of the social ‘turn’ towards community involvement (e.g. Bishop 2006, Keys 2007) and the pedagogical ‘turn’ against educational formalism (Rogoff 2008, Graham et al. 2016). The pedagogical ideas were based on learning through manipulating of places and making virtual interventions of urban spaces, and the designs should make use of augmented reality (AR) and sharing on social media. The project took its point of the departure in the act of Danish teacher education where teacher students must be educated in the practical use of digital visual media for art practices. This, however, brings challenges of how to use digital media for visual production that goes beyond the well-known re-mediations (image processing or editing programs) of traditional media like painting, drawing or video. Our discussion focusses on two interrelated perspectives 1) the potentials of using competences from different educational programs to promote and inspire visual art didactics, 2) the potentials of understanding digital visual learning practice as complex, social and material interactions that goes beyond traditional dichotomies between producer and object (e.g. Fenwick, T., Edwards, R. and Sawchuk, P. (2011). The project indicates that the collaborative approach about digital visual learning design may promote new possibilities for practicing visual arts education beyond institutional boundaries and involve all the participants as community artists in a broad sense. ReferencesBishop, C. (2006). Social turn: Collaboration and discontents. ArtforumBuhl, M. & Skov, K. (2017). Collaboration Between Art Teacher Students and Communication and Digital Media Students Promoting Subject Specific Didactics in Digital Visual Learning Design. Abstract from ECER 2017, Copenhagen, DenmarkFenwick, T., Edwards, R. and Sawchuk, P. (2011). Emerging approaches to educational research. Tracing the sociomaterial. New York: Routledge.Graham, J, Graziano, V & Kelly, S. (2016). The Educational Turn in Art, Performance Research, 21, 6, s. 29-35,Keys, K. (2007). Plazabilities for Art Education: Community as Participant, Collaborator & Curator, The Journal of Social Theory in Art Education; 27 s. 97-117Rogoff. I. (2008). Turning. e-flux Journal #00. http://www.e-flux.com/journal/00/68470/turning/ hentet 12.02.18.