- Title
- Boundary Objects in the Visual Art-Science Learning Space
- Creator
- Grushka, Kathryn M.; Clement, Neville; Chand, Ari; Lawry, Miranda; Devine, Andy
- Relation
- Australian Art Education Vol. 39, Issue 1, p. 69-90
- Publisher
- Australian Art Education
- Resource Type
- journal article
- Date
- 2018
- Description
- Innovation and trans-disciplinary knowledge is now coupled with creativity and linked directly to career futures that prioritise STEM (Science, Technology, Engineering and Science). Concurrently, educators are calling for a move beyond previously defined disciplinary or epistemic boundaries. As education must now embrace epistemological fluency (Markauskaite & Goodyear, 2017) the visual arts are well placed to contribute to this learning. This article explores the concept of the ‘boundary object’ and defines it within an art-science learning context. This context reveals how a creative and aesthetic semiotic interchange between visual art and science can be realised. It describes a research project that specifically explored visual cognition and learning in the visual art domain. The contribution of visual art learning to trans-disciplinary learning is examined through a case study that focuses on visual arts learning in the art-science space.
- Subject
- art-science; boundary objects; transdisciplinary learning; visual art; visual art-science; visual cognition
- Identifier
- http://hdl.handle.net/1959.13/1446873
- Identifier
- uon:42996
- Identifier
- ISSN:1032-1942
- Language
- eng
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