You are here

Nam June Paik and Avant-Garde as Pedagogy: Promoting Student Engagement and Interdisciplinary Thinking in the Undergraduate Humanities Classroom

Download pdf | Full Screen View

Date Issued:
2017
Abstract/Description:
This dissertation demonstrates how avant-garde methods can be employed as pedagogical methods in the undergraduate Humanities classroom to promote student engagement and interdisciplinary thinking. The study first addresses pedagogy and avant-garde art within their historical contexts as separate, but related disciplines. Subsequently the study fuses pedagogy and avant-garde art and provides examples of in-class activities and out-of-class assignments that illustrate the ways in which avant-garde methods function as practical teaching and learning methods. Further, the study presents artist Nam June Paik, whose work exemplifies the theoretical and practical underpinnings of avant-garde art as pedagogy. The dissertation champions the pedagogy of John Dewey, who called for a progressive educational system. It also argues for Paulo Freire's critical pedagogy and the Jesuits' Ignatian pedagogical paradigm, both of which serve as necessary complements in achieving Dewey's goal of an experiential educational environment. Dewey believed education should co-exist with life and should not be treated as a preparation for it, and thus his theories on aesthetics, in particular, argued that art is not severed from life, an idea shared by four avant-garde movements discussed in this study: Futurism, Dada, Surrealism, and Fluxus. Each of these movements sought to change the political and cultural environment, while maintaining that art and life are on equal ground. These pedagogies, aided by avant-garde methods, encourage and challenge students to engage with and think critically about the world around them.
Title: Nam June Paik and Avant-Garde as Pedagogy: Promoting Student Engagement and Interdisciplinary Thinking in the Undergraduate Humanities Classroom.
45 views
27 downloads
Name(s): Mazzarotto, Marcia, Author
Mauer, Barry, Committee Chair
Applen, John, Committee Member
Rounsaville, Angela, Committee Member
Taylor, Robert, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This dissertation demonstrates how avant-garde methods can be employed as pedagogical methods in the undergraduate Humanities classroom to promote student engagement and interdisciplinary thinking. The study first addresses pedagogy and avant-garde art within their historical contexts as separate, but related disciplines. Subsequently the study fuses pedagogy and avant-garde art and provides examples of in-class activities and out-of-class assignments that illustrate the ways in which avant-garde methods function as practical teaching and learning methods. Further, the study presents artist Nam June Paik, whose work exemplifies the theoretical and practical underpinnings of avant-garde art as pedagogy. The dissertation champions the pedagogy of John Dewey, who called for a progressive educational system. It also argues for Paulo Freire's critical pedagogy and the Jesuits' Ignatian pedagogical paradigm, both of which serve as necessary complements in achieving Dewey's goal of an experiential educational environment. Dewey believed education should co-exist with life and should not be treated as a preparation for it, and thus his theories on aesthetics, in particular, argued that art is not severed from life, an idea shared by four avant-garde movements discussed in this study: Futurism, Dada, Surrealism, and Fluxus. Each of these movements sought to change the political and cultural environment, while maintaining that art and life are on equal ground. These pedagogies, aided by avant-garde methods, encourage and challenge students to engage with and think critically about the world around them.
Identifier: CFE0006623 (IID), ucf:51282 (fedora)
Note(s): 2017-05-01
Ph.D.
Arts and Humanities, Dean's Office CAH
Doctoral
This record was generated from author submitted information.
Subject(s): Pedagogy -- avant-garde art -- digital humanities -- arts education -- new media technologies -- student engagement -- interdisciplinary thinking -- Nam June Paik
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006623
Restrictions on Access: campus 2020-05-15
Host Institution: UCF

In Collections