Picking Up Speed: Re-Thinking Visual Art Education as Assemblages

A/r/tography in Visual Arts Teacher Training Program Examination

“…This seems to be a metaphor for the upcoming examination situation where the sculptures are to be presented. Lisbeth's choice of an auto-ethnographic theoretical position strengthens a posthuman, theoretical perspective in her study, since she is exploring the manifold dimensions of the teacher role, much like an assemblage of different becomings (Hellman & Lind, 2017). In this study, the artworks, as well as the cat Selma, are actors, or active agents, playing an important role in the entanglements between material and human and non-human becomings.…”

Performing Otherwise - The Classroom as a Nomadic, Material Space

“…Assemblages, used as an analytical concept, serve as complex arrangements and connections of bodies, objects, expressions, where materiality have fundamental relational agency. An assemblage brings this all together, temporally, creating and actualizing new ways of functioning (Hellman & Lind, 2017). The use of images and quotes from the case study in this essay intends to shows how participants move, matter and lodge themselves against, onto and into different concepts.…”

Dissolving Views - Re-Visualizing the Art Exhibition

“…To activate participants and enable creative, experimental learning, art educational tools such as creating paper fortune tellers offers a range of potential to do so. As Hellman and Lind (2017) discovered in their research, when new visual materials were added to educational settings, the speed and intensity increased as the students became more active and entangled with the new material. They refer to Atkinson´s expression of the force of art (2016): "The force of art refers to an affective force particular to art's event, involving human and non-human elements such as paper, paint, body, memories and thoughts.…”