Kathryn Grushka

1.21 Unexpected Territories and a Post-critical Lens: Exploring the Model of Digital Artful Pedagogies for Global Learning (Paper)

Kathryn Grushka – VADEA (Visual Art and Design Education), NSW, Australia

Abstract:

The performative work of images has become entangled in the visual world of appropriation increasingly presented as re-mixed memes, in the materialities of our world, including art exhibitions, gaming and web platforms that explore unexpected/rediscovered historical and cultural territories. This proliferation of re-mixed memes and images is a form of memory mediatization with strong affective meanings and the capacity to weaponize spaces of our domestic and geopolitical globalised narrative world. Social media now has a saturated and constant fluidity sending art education into these Unexpected Territories. The presentation unpacks the model Digital Artful Pedagogies for Global Learning. The pedagogical model, with the dimensions of Globalised Identity Learning, Inhabiting Entangled Global Spaces, Intermedial Digital Spaces and Explicit Artful, Visual Learning Platforms seeks to accommodate the re-territorization of existing semiotic borders and visual narrative assemblages for transdisciplinary curriculum. Visual epistemological and ontological knowing is now entangled within contemporary digital communication. Intermediality pushes analogue and digital still and moving images into the affective personal experience of every child. Art educators have a critical significant role to play in revealing the significance of art education at a time when there is current educational ambivalence to the significance of performative imaging acts and their role in driving social narratives and knowledge.

1.22 The Unexpected Territory of Intangible Cultural Heritage in Visual Art Education: A Chinese Policy Analysis (Paper) – virtual

Kathryn Grushka – VADEA (Visual Art and Design Education), NSW, Australia

Xian Zhao – University of Newcastle, Australia – virtual

Abstract:

The territory of policies for ICH in China have not focused initially on the role of Visual Art. This study examines the diverse fields and practical methods through which visual arts education (VAE) contributes to implementing intangible cultural heritage (ICH) policies. As countries increasingly adopt policies to protect ICH, VAE has shown unique cultural adaptability, establishing itself as a vital bridge in ICH preservation efforts. By analysing the specific applications of VAE across different policy contexts, this study demonstrates how VAE facilitates ICH protection and transmission in education, community outreach, and cultural exchange. Using a policy analysis approach, this research reviews relevant UNESCO, Chinese, and Beijing policies on ICH and VAE, offering insights into the multifaceted role of VAE in ICH implementation from global, national, and local perspectives, with a particular focus on local and national policy differences. The findings reveal that VAE not only fosters ICH inheritance through education and promotion but also plays a crucial role in cultural expression and innovation, enriching the representation of ICH in contemporary society. This study seeks to provide a practical foundation for enhancing ICH protection policies and emphasizes VAE’s function as a cultural bridge, offering new perspectives for ICH protection and practice worldwide.