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Download Art in Education: Identity and Practice (Landscapes: the by D. Atkinson PDF

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By D. Atkinson

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Extra info for Art in Education: Identity and Practice (Landscapes: the Arts, Aesthetics, and Education, Vol. 1)

Example text

In a remarkable series of statements that pre-date the work of Saussure by nearly fifty years Peirce (1966) writes: The only thought, then, which can possibly be cognised is thought in signs. But thought which cannot be cognised does not exist. All thought, therefore, must necessarily be in signs. From the proposition that every thought is a sign, it follows that every thought must address itself to some other, must determine some other, since that is the essence of a sign. . every thought must be interpreted in another, .

Observing both young children and older students in school art rooms it is possible to notice this dialectic. When drawing objects or people for instance, a student finds that her emerging drawing form is unsatisfactory, it fails as an effective representation and so the metaphoric axis of the drawing is fractured. Exclamations such as, “I can’t get this right,” indicate such moments. Subsequently the metaphoric axis is suppressed in order to work at the graphic syntax, the mark configurations which now fail to function as effective representations.

This has already been hinted at in my reference to Moore’s description of Nozrul’s drawing. In this incident we can see that the child‘s interpretational process involved in making the drawing was quite different to the teacher’s interpretation of the drawing. Here we have a good illustration of contrasting interpretational structures that frame the drawing differently for child and teacher. 28 CHAPTER 1 HERMENEUTICS AND THE PROBLEM OF INTERPRETATION My brief discussion of semiotics emphasised the point that meaning is a process of material construction within sign systems such as language or image.

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