Art Classrooms, Comic Markets, and the Digital Cosmos: Children's Visual Worlds as Pedagogical Spaces

Abstract

Young people create visual culture in three pedagogical spaces. The first space is self‐initiated; they make drawings and other visual artifacts to create symbolic worlds. In the second pedagogical space, teachers direct students to produce and study visual culture to meet societal goals. The third visual pedagogical space includes a great variety of nonobligatory collaborations between adults and young people at the margins of schooling, in Asian comic markets, and on the internet, where children and teenagers use available digital technologies for their own purposes. Pedagogical third spaces have the features of fully functioning art worlds, including artworks and visual artifacts that provide knowledge about human conditions and aspirations. Assisting young people to understand the ways they might live their present and future lives well and successfully in various art worlds based on an understanding of the three pedagogical spaces should be a principal goal for visual arts education.

A systematic literature review of cognitive exchange in higher degree visual art education

“…Social media can help discuss the significance of cognitive exchange (Hernández-Sellés et al, 2020; Bosley and Young 2006) because it can connect individuals and their cognitive and affective pursuits with their social and political contexts. Such connection is a key purpose of art education (Wilson, 2020).…”