Abstract
Digitalization has changed the meaning and perception of the image. As a result, time and body have become issues to rethink the way we are affected by screen cultures. This chapter explores this change and attempts to question what this means for art education by exploring the changes that eventually led up to the digital image: photography, then cinema and now video. I then raise the importance of the French philosopher Henri Bergson for his understanding of the ‘moving image,’ and what that means for perception, especially his notion of time as durée. I show how art becomes as event by illustrating this through three examples. First, is the notion that art has become ‘liquid,’ as theorized by the sociologist Zygmunt Bauman, which presents a certain equivalency to the flux that the image has undergone. To illustrate the affective body, I turn to Grace Jones’s video called ‘Corporate Cannibal’ and a CNN news clip of a girl being stoned in Iraq to question the way screen cultures present violence. Violence is then questioned in the larger social context.
A version of this chapter was published in Journal of Research in Art Education 13(2), 2012.12, published by Korean Society for Education through Art.
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jagodzinski, j. (2020). Challenges for Art|Education: The Digitalized World of New Media. In: Pedagogical Explorations in a Posthuman Age. Palgrave Studies in Educational Futures. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-48618-1_9
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