UNESCO-NIE Centre for Arts Research in Education (CARE)

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Journal: 
Studies in Art Education: A Journal of Issues and Research
Name(s) of Author/Editor(s): 
Koon Hwee Kan
Email of Author/Editor(s): 
kkan@ken.edu
Refereed: 
Yes
Volume No.: 
52
Issue No.: 
2
Page numbers of article: 
155-170
Year of publication: 
2011
Country of publication: 
USA
Country of Research Data: 
Singapore
Language: 
English
Abstract: 

rawn from Merleau-Ponty's embodiment theory and Vygotsky's sociocultural learning theory as conceptual framework, this research investigated how Singapore adolescent students accrued and embodied meaning with school art. Combining the methods of microethnographic observations and phenomenological interviews to document the process of artistic schooling in situ, the author uncovered playful mindfulness among students while they completed the required skill acquisition in Singapore secondary schools. The seemingly paradoxical nature of playfulness and mindfulness merged to demonstrate students' mindset as well as the characteristics of their learning. For the purpose of expansive sociocultural interpretation, three metaphorical themes emerged: a stretch of adolescent artistry, a leap in advancing artful disposition, and a bow to schooling and enculturation.

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