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New book explores the role of art in learning and education
How can art initiate new forms of learning and thinking? And what happens when we dare to let go of established ideas about education? These questions are at the heart of the recently published book Art-Based (Un)Learning: Unexpected Dialogues with Artworks, edited by Jeroen Lutters, Fabiola Camuti and Rahul K. Gairola.
The international essay collection explores how artworks can function as ‘teaching objects’: objects that stimulate the imagination, generate new insights and invite unexpected perspectives. It also takes a critical look at existing structures and assumptions within society, art and education. The concept of ‘unlearning’ refers to a personal process in which there is room for unexpected experiences and insights, rather than predetermined learning paths.
'Learning from art is essentially a process of unlearning. By moving away from established learning paths and formal ways of conducting research, space emerges for creative forms of thinking. Essayistic and speculative thinking, in particular, creates room for questions and possibilities that cannot always be proven, but can open up new perspectives.'
An international network
The book brings together contributions from more than thirty researchers, artists, designers and other professionals from different countries and disciplines. They include internationally and nationally leading voices in fields such as art education, art theory, design, literature, technology and the social sciences, including Mieke Bal, Pascal Gielen, Patricia Pisters, Dennis Atkinson, Nishant Shah and John Baldacchino.
The publication grew out of a collaboration around the former ArtEZ professorship Art Education as Critical Tactics (AeCT), involving ArtEZ, HKU and publisher Valiz. At the time the book was developed, Jeroen Lutters was professor within AeCT. Together with Fabiola Camuti and Rahul K. Gairola, he edited the collection and contributed to it as an author.
Several other ArtEZ researchers and professors are also represented in the book, including Daniëlle Bruggeman, John Johnston, Marc Boumeester and former professor Jeroen van den Eijnde. The book also brings together contributors connected through research projects, including the ArtEZ-linked project Art-Based Learning in Palliative Care, including Hanneke van Laarhoven, Niels van Poecke and Michael Scherer-Rath.
Collaboration from ArtEZ
The publication emerged from a collaboration around ArtEZ’s professorship Art Education as Critical Tactics (AeCT, now the Professorship of Art Education), in partnership with, among others, HKU University of the Arts Utrecht and publisher Valiz. At the time the book was created, Jeroen Lutters was professor of AeCT. Together with Fabiola Camuti and Rahul K. Gairola (external), he served as an editor and contributor to the volume.
The publication shows how research through art and design can connect different disciplines and societal issues. The diversity of perspectives is a deliberate part of the book: rather than presenting a single, unified view of art-based (un)learning, the volume brings different ideas, experiences and research practices into dialogue.
This reflects the broad research practice at ArtEZ, where art and design are used to develop new perspectives and explore complex issues.
Of interest to students and teachers
For students and teachers, the volume offers inspiration to look differently at learning, research and the role of art within them. The contributions can also serve as starting points for teaching, discussion and further research.
