Intercultural Art Education: Towards Understanding Local, Glocal and Global Cultural Differences

Intercultural Art Education: Towards Understanding Local, Glocal and Global Cultural Differences

In this paper I discuss learning through the intertextual method to understand its implications for art education. Intertextuality refers to the way every text absorbs and transforms other texts. I understand the term text to mean visual, verbal and other communicative forms of culture. Texts are shaped by immanent time and by divergent temporalities of history and they are in continuous flux. The model has been taken from linguistics, in particular the ideas about intertextuality of Gérard Genette and Julia Kristeva. I applied the form of a multimedia that simulates the open-ended intertextual and intermedial method in the area of children’s picturebooks. One can study the differences between the visual and verbal texts open-endedly in relation to the text itself, the discourse of children’s picturebooks, and more widely to culture. Also, I have applied the intertextual method in practice in the field of art education (museum pedagogy, school arts, art education and class teacher university students and artists) and in special areas (arts, media, picturebooks and Japanese popular art) and in different cultures (Europe, USA, Africa, Japan). I employ intertextuality in order to discover intercultural differences so as to understand the plural meanings of our local and global issues, as I believe that art teachers should teach art with a broad perspective in relation to culture.

In this paper I discuss learning through the intertextual method to understand its implications for art education. Intertextuality refers to the way every text absorbs and transforms other texts. I understand the term text to mean visual, verbal and other communicative forms of culture. Texts are shaped by immanent time and by divergent temporalities of history and they are in continuous flux. The model has been taken from linguistics, in particular the ideas about intertextuality of Gérard Genette and Julia Kristeva. I applied the form of a multimedia that simulates the open-ended intertextual and intermedial method in the area of children’s picturebooks. One can study the differences between the visual and verbal texts open-endedly in relation to the text itself, the discourse of children’s picturebooks, and more widely to culture. Also, I have applied the intertextual method in practice in the field of art education (museum pedagogy, school arts, art education and class teacher university students and artists) and in special areas (arts, media, picturebooks and Japanese popular art) and in different cultures (Europe, USA, Africa, Japan). I employ intertextuality in order to discover intercultural differences so as to understand the plural meanings of our local and global issues, as I believe that art teachers should teach art with a broad perspective in relation to culture.