Art Education's Perspective on Teaching. Towards a Higher Education Curriculum in Art Education
The aim of the fellowship is, firstly, to formulate art-pedagogical perspectives on university didactics, and secondly, to anchor academic knowledge formation - art theory - in art education.
To what extent can methods of artistic art education, in particular, open up and expand access to areas of art history, approaches to art theory and knowledge of art? How can art education serve as an independent negotiating field for art and art theories, not just as a transfer of art historical knowledge? How can art education, depending on the level, prepare for dealing with theory at all (preparatory level), and how can it teach the application of theory in teaching in secondary as well as in tertiary practical fields (degree programme)?
Current approaches to art science and working with situations 'from art' as a contemporary form of aesthetic-cultural education are the cornerstones of my teaching. In my work as a lecturer, I understand art education as a involvement with making theory/ies as a practice of dealing with art, and in which working in situations as well as the verbalization and reflection of aesthetic experience is central. On this basis, I would like to formulate a contribution to art education.
The procedure involves, firstly, a didactic exploration to process and describe my approaches on the three levels of pre-education, teacher education and lecturer education; secondly, their further development in the corresponding seminars, and thirdly, reflection and theorization as well as recording the findings.
The basis for this is the examination of my teaching practice and its expansion to include suggestions from the application of art in non-formal professional fields such as gallery art education as well as concerns and problems of art theory.