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A framework depicting cognitive exchange domains in higher degree visual art education.
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This literature review paper presents ways cognitive exchange occurs in higher degree visual art education. It also attempts to demystify concerns regarding the value and presence of cognitive exchange in art education, this is because cognitive exchange is not considered in art education with the same breadth or depth as in higher education. Cogni...
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Citations
... Yes, cognition is complex, multifaceted and changeable but that does not mean it is irrelevant to consider in Early Arts education, that it is outdated and that it should be reconsidered alongside changing lives and understanding. Cognition, its curation, and exchange, particularly in arts education (Heaton, 2023;Heaton and Chan, 2023a) can help give priority to the intricate voices of children and educators. Voices which can contribute to building an inclusive ethics of care and trauma informed means of education (Kurrian, 2023) relevant to our current realities of engaging with human and posthuman lifeworlds. ...
When children draw multiple facets of their cognition, like their beliefs, actions and perceptions, activate and connect to facilitate expression. Children's drawings and their drawing experiences however, are not always valued or nurtured as cognitive endeavors or given recognition as useful contributions to a child's learning journey. This paper therefore presents how a cognition conceptual frame (Heaton, 2021), can be used to help people conceptualise and nurture cognition in early drawing experiences by considering cognitive forms, influencers and applications. It unpicks through a purposive micro-visual inquiry as to how cognition may be identified in a small sample of children's drawings to demonstrate how cognition may present, be influenced, and be cultivated to develop an early learners' cognitive abilities, capacity and understanding. This paper advocates for a renewed consideration of the cognitive complexities of children's early drawing experiences and suggests that people designing and supporting such experiences should engage with cognition so that it is nourished through learning journeys and lived experiences.
... Participants reinforced their cognitive perceptions theoretically and located them in personal, social, cultural, and political experiences (Pink 2013;Ellis, Adams and Bochner 2011), as evidenced in excerpt 1 above. Excerpt 1 also demonstrates curation by movement and exchange (Heaton and Chan, 2023b) between thought and experience. Through movement and exchange participants connected ideas, experiences, and spaces to generate meaning, as Payne informs (2020). ...
... The recognition of cognitive exchange to move or curate learning in art education is interesting because it too can occur in many ways in individual, social, pedagogic and policy domains (Heaton and Chan, 2023b). Such exchanges could be cognitive curations and need encouragement in higher degree art education. ...
This article shares research, an empirical psychological case study, about cognition in higher degree art education. It proposes cognitive curation as a concept and practice that can develop knowledge and learning autonomy in and beyond the academy. Informed by the autoethnographic stories, interviews, and artworks of three academic art educators, this article's research demonstrates how cognition and its curation can manifest and develop in the teaching, research, and practice of higher degree art education. Open coding and framework alignment (cognitive, nexus orientated and visual) helped understand, locate, and exemplify cognition and curation in the research. Informed by the data, this article acknowledges how movement, identities, and frameworks, as learning strategies, can help facilitate cognition and cognitive curation. Cognitive curation provides means to responsibly form and follow learning, it is consequently relevant to the arts, education, and life. Art education's cognitive value is often questioned, this article dialogically contributes to the defense of its cognitive integrity whilst foregrounding cognitive curation.
