Week 4 Response

In “Creative Matter: New Materialism in Art Education Research, Teaching, and Learning” Hood and Kraehe, highlight the connection and relation between a traditional Western’s standard of power in humans in contrast to non-human as manipulative objects. In art and art education, materials often play an important role that surpasses its direct signal, which is more than their distinct definitions. I am very inspired to learn about “New Materialism”, as during my personal art education and experience, I strive to find ways to expand the significance of materials in art rather than simply as tools of presentation. In art creation, we are able to think critically and ask questions, we problem-solve, explore then experiment with many things many times. There isn’t an end or a right answer in art as I always say to others who may get confused by the concept of art meanings. Art is more about the process and giving meaning but continues to explore. In the article it mentioned that the Distributive agency understands power as far more complex and infinitely intertwined (Hood & Kraehe, 2017), I very much agree with this concept that power doesn’t necessarily reside only in humans but in other forms that are also non-human. I much prefer to use the term “more-than-human”(Clark, 2011) as this phrase is much more positive without degrading another with a clear opposition word. New Materialism allows us to really look at things around us that we often take for granted. Not simply for art education but such as plants that provide us oxygen, and non-organic things such as a chair that provides us with a sense of comfort. All things have a purpose and human too, is one kind of thing.

In the article later mentioned ways of learning new materialism in various settings such as the classroom and the gallery. I am truly sparked when the authors highlighted that “the best way to learn is to get lost”. I believe this is important because when we are lost, we would question; and questioning is the first step to learning. When we question, we ask meanings from things, asking for their purpose, message and how can they reinforce a point of view. I remember myself as a child always eager to wander and get lost. Not only are students not simply looking for questions, but they also eagerly seize the opportunity to explore and experiment, fearlessly embracing risks in their relentless pursuit of searching for and ultimately unearthing answers that lie hidden within the depths of knowledge. Moreover, students have the remarkable ability to establish profound connections, bridging the gap between their observations and perceptions, and further intertwining these with their unique array of experiences and personal discoveries, culminating in a holistic understanding of the world around them. By allowing students to take on their own adventures, it enables them to search more than frameworks, they would be able to develop growth in understanding different perspectives and the co-creation of art between humans and “more-than-human” things.

Reference:

Hood, E. J., & Kraehe, A. M. (2017). Creative matter: New materialism in art education research, teaching, and learning. Art Education, 70(2), 32-38.

Clark, N. (2011). nhuman Nature.