From ‘tool’ to ‘collaborator’: Digital 3D modelling as a catalyst for new aesthetic practices: A study of student teachers’ education in visual arts

Mie Buhl, Kirsten Skov

Research output: Contribution to book/anthology/report/conference proceedingBook chapterResearch

Abstract

The renewed interest in digital programming and computational thinking in Nordic education offers fresh opportunities for visual arts teacher education to engage with contemporary artistic practices (e.g., Andersen et al., 2022). Still, access to these opportunities may be associated with certain reservations about digitalisation among practitioners in a subject traditionally linked with analogue means for art making and the promotion of sensuous experiences as a core identifier. Why spend even more time on digital devices, which are already a time-consumer embedded in every aspect of our daily lives 24/7? Why not make the visual arts classroom a technology-free zone where bodily contemplative interaction with physical materials offers an escape from a digitalised environment and hence a space for potential personal growth? The short answer is that education is about being in and tackling reality, rather than building a fence against it. Further, visual arts hold the potential to explore the implications of technology by using it both as a means for art-making practices as well as addressing it as a theme for challenging our assumptions about what it means to live in a digitalised world. The renewed interest in digital programming and computational thinking in Nordic education offers fresh opportunities for visual arts teacher education to engage with contemporary artistic practices (e.g., Andersen et al., 2022). Still, access to these opportunities may be associated with certain reservations about digitalisation among practitioners in a subject traditionally linked with analogue means for art making and the promotion of sensuous experiences as a core identifier. Why spend even more time on digital devices, which are already a time-consumer embedded in every aspect of our daily lives 24/7? Why not make the visual arts classroom a technology-free zone where bodily contemplative interaction with physical materials offers an escape from a digitalised environment and hence a space for potential personal growth? The short answer is that education is about being in and tackling reality, rather than building a fence against it. Further, visual arts hold the potential to explore the implications of technology by using it both as a means for art-making practices as well as addressing it as a theme for challenging our assumptions about what it means to live in a digitalised world. Thus, the purpose of this article is to discuss how digital coding and construction may provide new practices in visual arts education. The discussion is based on a study of digital 3D modelling practices performed by student teachers in visual arts.
Original languageEnglish
Title of host publication3D Digital Modelling in Visual Arts Education
EditorsMie Buhl, Tarja Haïkïo
Number of pages21
Volume20
Place of PublicationUmeå University
PublisherTilde
Publication date14 Feb 2024
Pages51-73
Article number4
ISBN (Print)978-91-8070-267-6
ISBN (Electronic)978-91-8070-267-6
Publication statusPublished - 14 Feb 2024
SeriesTILDE - Department of creative studies
ISSN1103-8470

Keywords

  • visual arts education
  • digital 3D modelling
  • 3D modelling
  • didactic
  • Digital technology
  • teacher edcuation
  • higher education
  • Aethetic learning
  • ART
  • Visual culture
  • art-based practices
  • student teachers
  • art pedagogy
  • Teknologiforståelse
  • Technology Comprehension
  • programming
  • Computational Thinking
  • coding
  • creativity
  • visual design

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  • NERA Congress 2023

    Mie Buhl (Participant)

    15 Mar 202317 Mar 2023

    Activity: Attending an eventOrganisation or participation in workshops, courses, seminars, exhibitions or similar

  • Tilde (Publisher)

    Mie Buhl (Editor) & tarja Haïkö (Editor)

    Jun 202214 Feb 2024

    Activity: Editorial work and peer reviewEditor of unfinished research anthology/collectionResearch

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