vol. 5, no. 1, 2009, pp. 95-96.
This is a timely book that sets out to explore alternative ways of educating artists in an interdisciplinary, networked, global future. The book is organized into sections around the themes ‘Beyond the Digital’, ‘Networked Times’, ‘Polycultural Perspectives’, ‘Reflective Inquiry’, and ‘Emergent Praxis’.
The central thesis of the book is that, in an increasingly networked world and global society, we face new challenges in how we educate artists and this often leads us into new disciplines and ways of understanding. It also argues that the convergence of disparate fields and concepts can lead to enhanced creativity and innovations.
In ‘Beyond the Digital’ the authors suggest that we have gone beyond the purely technical and are moving into an area where digital technology and biology are starting to create new dynamics and possibilities that have the power to transform our world.
Networked Times’ explores the relationships between physical and virtual spaces; it examines the notion of complexity and the culture of digital networking and the impact this may have on the way we deliver curriculum.
For me perhaps the most intriguing section of the book was ‘Polycultural Perspectives’. Here the authors draw upon their own cultural backgrounds from countries such as India, china and Turkey. We are asked to look at artistic practice through a series of different cultural filters including Taoism and Buddhism.
In ‘Reflective Inquiry’ writers who describe their biographical journeys highlight how they came by liuck, design or coincidence to be engaged in their current practice. They come from remarkably diverse backgrounds and cultures, adding a richness of perspective to the book that will appeal to a broad global audience.
The final section ‘Emergent Praxis’ describes approaches to teaching that embody the interdisciplinary approach promoted by the book. The central message of this section is that students need to be exposed to a wide range of disciplines and concepts in order to fully engage with contemporary art practice.
The book contains a good balance between theory and practice, and describes approaches and projects undertaken in a range of contexts from the classroom to the laboratory and onto the street. It is well written.
It inspires us to further our understanding of what it is to be an artist in a future where the boundaries between the technological, the biological, the cultural and spiritual are increasingly fluid.
Book review in Studies in Art Education, July 2009
by Dr. Rita L. Irwin, Professor of Art Education and Curriculum Studies and Associate Dean of Teacher Education, The University of British Columbia, Vancouver, BC, Canada.
From review by Olivia Sagan, ESCalate