Xi Chen

1.11 Tracing the Politics of Space: Interrupting Public Art Discourses (Paper)

Xi Chen – The University of British Columbia, Vancouver, Canada

Abstract:

Public art is a multifaceted concept that has been the subject of considerable debate. This essay explores the notion of public art through personal encounters, artistic expression, and the methodology of a/r/tography, which intertwines the roles of artist, researcher, and teacher (Irwin et al., 2023). By walking and displaying art in both physical and virtual spaces, this visual essay employs storytelling and experiential narratives to challenge traditional perspectives on what public art can be. Through these explorations, public art emerges not as a static entity but as a dynamic, living process of becoming – where meaning is continuously negotiated, reinterpreted, and redefined.

4.10 An Inquiry into Inclusive Territories in Early Childhood Art Education for Emotional Development (Paper)

Xi Chen – The University of British Columbia, Vancouver, Canada

Abstract:

The Butterfly Journal is a diary that has been designed to resemble a butterfly. It serves as an art or picture book created by the child or with input from the parent. Furthermore, the Butterfly Journal represents an innovative and comprehensive resource for the study of the emotional acquisition and expression, characterized by: 1) Linking the emotional archetypes present within the individual’s internal human collective unconscious and the external social emotional skills; 2) Examining the emotional development of children through the medium of free art making; 3) Investigating the impact of adult presence on children’s emotional development. The Butterfly Journal, which is associated with the concept of the butterfly effect, serves to evoke the primary emotional archetypes and establishes the initial emotional frameworks. The image of butterfly wings symbolizes infinite possibilities (∞) in a holographic sense. The Butterfly Journal, therefore, can be seen to embody a hologrammatic representation of emotions, reflecting the continuous and interconnected nature of emotional development in children and even humanity within the context of this project. The journal facilitates the development of emotional literacy in children through a range of activities including painting, folding, printing, naming, writing and storytelling. Furthermore, it encourages social interaction, which is crucial for emotional development, self-confidence, imagination and creativity. This study employs a multi-method approach, integrating qualitative and quantitative techniques, including observations, interviews, surveys, and a series of experiments, to develop a Dynamic Structural Equation Model (DSEM). The objective of this model is to elucidate the mechanisms underlying children’s emotional development including both implicit and explicit influential factors. Furthermore, the study utilizes to investigate the relationship between child and parent; this is with the objective of identifying an arts-based approach that can foster genuine emotional engagement, improve parent-child relationships, enhance the role of social emotional learning (SEL), and promote children’s well-beings.

9.16 Sensorial A-r-tography: Walking with Public Art through Unexpected Territories (Panel) – virtual

Chair:

Elly Yazdanpanah – The University of British Columbia, Vancouver, Canada – virtual

Panellists:

Xi Chen – The University of British Columbia, Vancouver, Canada

Rita Irwin – The University of British Columbia, Vancouver, Canada – virtual

Ashleigh Janis – The University of British Columbia, Vancouver, Canada – virtual

Koichi Kasahara – Tokyo Gakugei University, Japan

Anita Sinner – The University of British Columbia, Vancouver, Canada

Abstract:

In this panel, we will present seven provocative visual essays that explore the convergence of art, pedagogy, and public art in relation to space through the lens of a-r-tographic practices. The collection of visual essays examines how public art engages with diverse geographies, socio-cultural contexts, and pedagogical practices, creating “unexpected territories” that challenge conventional approaches to art education. Central to this issue is the notion of “geographies-in-relation,” where artists, educators, and researchers embrace experimental and speculative inquiries that push boundaries of public art, expanding it from static articulation to dynamic, relational experiences. By employing a-r-tography, the contributors delve into critical themes such as anti-racist and decolonial education, cultural memory, queer identity, and the politics of public spaces. Adopting walking as a mode of inquiry, these engagements uncover hidden curricula within public art and reveal how art operates as a vibrant force for addressing social inequities, fostering collective memory, and challenging dominant narratives. Through engagements with spaces – from urban intersections to natural landscapes – the essays illuminate the potential of public art to act as a transformative pedagogical implement, bridging private and public spheres while fostering inclusivity, equity, and decolonial approaches in art education. By embracing the fluidity and overlapping nature of a-r-tographic practices, this issue reimagines public art as an essential component of a socially engaged, responsive, and resilient educational framework. The initiatives challenge educators to reconceptualize their pedagogical approaches, inviting them to engage with public art as a means of fostering embodied, meaningful learning experiences that acknowledge the diverse, more-than-human world we inhabit.