Shei-Chau Wang

Decoding Coded Codes: How Artists Discover and Present Their Visual Territories

Shei-Chau Wang – Northern Illinois University, USA

Abstract:

This presentation introduces art-based research (ABR) as an artistry methodology to study the social and cultural significance of contemporary artmaking. By examining both the process and the result of artmaking framed within ABR, I demonstrate the potential of ABR, which combines academic and artistic investigation using artistic forms to study issues and facts in current art education practice. ABR adopts research activities such as narrative inquiry, cognitive examination and literacy studies through the actual practice leading to new knowledge. Typically, such new knowledge, findings and results of an ABR, can be presented as academic writings or non-conventional creative formats depending on individual researcher’s purposes, approaches, and preferences. Intentionally excluding text-based academic writing, I emphasize visual-oriented ABR, its value and outcome in this presentation. Specific examples of ABR, addressing cultural heritage and contemporary art and social engagement from professional artists and college students, will be shown to illustrate these researchers’ journey of self-discovery. Specific to artists’ self-discovery, contextual development through visual practice (observing, analysing, interpreting, reflecting, creating, etc.) is an essential research element. In this process, artists constantly discover or rediscover their inner selves (who I am) and outer selves (me in a culture or society). Concept, content, and component are the fundamental codes for context building; creativity, connection, critical thinking, and curiosity are supporting codes to make the context more comprehensive. The process of creating or understanding a visual /cultural phenomenon usually begins with categorizing codes that are related to the person who sees or makes it. These codes then become the evidence allowing the person to further establish the cognition contextually in the visual or cultural phenomenon. Breaking these codes and engaging inner/outer selves in the inquiry can effectively personalize the meaning of the visual/cultural phenomenon and the value of cognition, thus the process of “Decoding Coded Codes” emerges.

The Current Trend of MBKM and Inter/Transdisciplinary Pedagogy in Indonesia: An Intersubjectivity Approach for Inclusion of Art Education in Pre-Service Education Curriculum – in-person

Zulfi Hendri – Universitas Negeri Yogyakarta, Indonesia – in-person

Shei-Chau Wang – Northern Illinois University, USA – in-person

Dwi Wulandari – Universitas Negeri Yogyakarta, Indonesia – in-person

Abstract:

This study aims to investigate the current implementation of the Merdeka Belajar Kampus Merdeka program (MBKM, i.e., Independent Learning, Independent Campus) in higher education in Indonesia. The concept of MBKM in art education is to integrate art teaching methods in the pre-service teacher education curriculum, emphasising inter- and transdisciplinary pedagogy. The MBKM initiative enables students to take academic courses and practicums outside their primary study program for three semesters, where students develop a broader vision of teaching and learning through applying their knowledge to diverse fields and experiential learning. To achieve this goal, each teacher education unit has to restructure its curriculum to allow students from other major areas to enrol in their courses. To fulfil this goal, the Universitas Negeri Yogyakarta’s Art Education department started implementing the MBKM curriculum in 2020 for students in that year’s intake, and MBKM courses for the Independent Student Exchange began to be offered in 2022 when students in that intake were in their fifth semester. Those MBKM courses define the objectives as fostering creativity, empathy, and cultural awareness, hoping to equip future teachers with versatile pedagogical skills. Adopting a mixed-method approach to examine the development of students’ skills and engagement after taking MBKM art education courses, this case study collects data via online surveys and classroom observations in person to examine participants’ perceptions of creativity, empathy, and pedagogical adaptability. The data analysis indicates that art education enhances critical competencies, such as problem-solving and holistic thinking, broadens participants’ perspectives in creative fields, and enriches their professional preparation.