Abstract
This article takes part in the discussion that revolves around games and gaming and presents an example on how they have been implemented to the curriculum of Finnish art teacher training. The article explores the results of a nationwide survey for art teachers concerning games and gaming and how it supported the curriculum design for pre-serving art education students. The most significant addition to the curriculum was a master’s-level course ‘Games, Gaming and Game Design’. The article presents the course in detail and how it has evolved during four semesters between 2017 and 2020. The theoretical framework for the curriculum design was built on Deweyan pragmatist aesthetics and constructionist ludology. The article suggests that games and gaming are an integral part of art education and best addressed in a holistic manner, not only as visual representations or tools for learning.
Subject
General Arts and Humanities,Education
Reference55 articles.
1. Gaming worlds: Secondary students creating an interactive video game;Art Education,2015
2. Ballengee Morris, Christine (2009), ‘A raining afternoon: Growing younger and wiser’, Visual Culture & Gender, 4, pp. 21–34, http://vcg.emitto.net/index.php/vcg/article/view/37. Accessed 3 June 2021.
3. Beyond visual culture: Seven statements of support for material culture studies in art education;Studies in Art Education,2003
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献