Contemporary Art and Citizenship Education: The Possibilities of Cross-Curricular Links on the Level of Content

dc.creator	Metoda Kemperl
dc.date	2013-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:21:10Z
dc.date.available	2015-08-12T11:21:10Z
dc.identifier	1855-9719
dc.identifier	2232-2647
dc.identifier	https://doaj.org/article/90af82b2f22142a6afd41c2b5a2f57e7
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28752
dc.description	Unlike the previous phenomenon of modern art, contemporary art strives to return to society and everyday life, while thematising the current issues that the individual faces here and now. One of its more frequent topics is that of sustainable development, and the accompanying issues of environment, values, relations to others, etc. All such topics are part of the concept of active citizenship, which is why understanding contemporary art calls for active citizenship. This particularly holds true for relational art, which demands active participation on the part of the viewer. This paper inquires into the possibilities of the connection of contemporary art and citizenship education in elementary schools. Contemporary pedagogic doctrine highly encourages cross-curricular teaching; therefore, I have focused my analysis on the curricula of the subjects of Art Education, and Citizenship and Patriotic Education and Ethics, determining that (from this perspective) their link is quite troublesome. The absence of contemporary art from the curriculum of Art Education has been criticised on many occasions, but the problem of its curriculum seems to be of a conceptual nature. Only by a more intense inter-institutional link between schools and contemporary art galleries and museums can the common goals of art education and citizenship education be realised. This paper will, therefore, strive to show potential cross curricular links in content on three examples of participatory practices (Proletarians of All Countries, Beggar Robot and EU/Others), while warning (from the pedagogic perspective) against the often neglected fact that contemporary art is experienced here and now.
dc.language	English
dc.language	Slovene
dc.publisher	University of Ljubljana
dc.relation	http://www.cepsj.si/pdfs/cepsj_3_1/cepsj_3_1_pp97-117-Kemperl.pdf
dc.relation	https://doaj.org/toc/1855-9719
dc.relation	https://doaj.org/toc/2232-2647
dc.rights	CC BY
dc.source	CEPS Journal : Center for Educational Policy Studies Journal, Vol 3, Iss 1, Pp 97-117 (2013)
dc.subject	Contemporary art
dc.subject	Participatory art practices
dc.subject	Citizenship education
dc.subject	Art education
dc.subject	Cross-curricular links
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Contemporary Art and Citizenship Education: The Possibilities of Cross-Curricular Links on the Level of Content
dc.type	article