Contemporary art practice and the public domain

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Abstract
This paper presents a research seminar as a case study to explore the role of artists/educators and agencies in contemporary learning. Drawing on the international report 'Moving Forward on Arts and Education' (2006), a number of potential areas for action emerge: • that we should regard teaching and learning in the arts as open-ended, iterative and evolving, and not necessarily content-driven; • that educators should enhance the learning and development of both artists and educators; • that education should increase the collaborations with other key partners. The paper focuses on the role played by a high profile exhibition of secondary student art in relation to contemporary art practice and art, design and education. The paper discusses how the seminar aimed to generate dialogues around the significance of a key contemporary student exhibition that resides within a web of agencies and institutions. The paper discusses the critical, but largely undiscussed, aspects of a key student exhibition as a public reflection of contemporary art practice, encompassing some of the following themes: • exhibitions and contemporary art/design practice; • dialogues between secondary and tertiary institutions and agencies; • the significance of exhibitions for the public broadly defined.
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Author(s)
Snepvangers, Kim
McDonald, Gay
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Publication Year
2006
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Conference Paper
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download snepvangers-mcdonaldv2.doc 62.5 KB Microsoft Word
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