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<p>We adopt a postdigital, duoethnographic approach to explore studio arts curriculum practices emergent at the intersections of two artist-educator positionalities. Our interest in the postdigital stems from our shared background as practicing artists and arts-educators of different arts disciplines. We argue that engagement with the postdigital allows teachers and researchers to grapple with the significance of technological entanglement across differing arts practices and pedagogies, while also avoiding valorizing or reifying these technologies. To explore how these postdigital blurrings manifest in praxis, we adopt the method of duoethnography, presenting a dialogue (or weaving) of curricular vignettes. We present and layer these alternating vignettes with theoretical interruptions, in order to discover polyvocal resonances (and dissonances) emergent at the seams or hinges between our theorizing, teaching, and artmaking.</p>

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Studio Arts Education, Curriculum in Praxis: A Duoethnographic Inquiry into Postdigital Blurrings at the Intersection of Artmaking and Teaching

  • 期刊论文

  • 发表日期：

    2026年1月16日

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  • Cary Campbell,
  • Scott Bowering

摘要

We adopt a postdigital, duoethnographic approach to explore studio arts curriculum practices emergent at the intersections of two artist-educator positionalities. Our interest in the postdigital stems from our shared background as practicing artists and arts-educators of different arts disciplines. We argue that engagement with the postdigital allows teachers and researchers to grapple with the significance of technological entanglement across differing arts practices and pedagogies, while also avoiding valorizing or reifying these technologies. To explore how these postdigital blurrings manifest in praxis, we adopt the method of duoethnography, presenting a dialogue (or weaving) of curricular vignettes. We present and layer these alternating vignettes with theoretical interruptions, in order to discover polyvocal resonances (and dissonances) emergent at the seams or hinges between our theorizing, teaching, and artmaking.