Art Literacy in Desk Critique: Intertextuality as a Pedagogical Tool for Learning Opportunities

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Bending Curriculum Spaces to Enhance Pedagogy and Learning

Abstract

This study examines how teachers’ discursive practices provide opportunities to learn ways of doing and seeing in painting. To illustrate how opportunities to learn are socially constructed, I employ intertextuality as a social construction. By using discourse analysis, I analyze a six-minute desk critique conversation between an instructor and a student with diverse semiotic resources (words, objects, and gestures) in a college fine arts studio. Through a series of intertextual links they establish together, the teacher provided opportunities to learn discourse about what counts as seeing and knowledge in painting. In this study, I argue that the teacher’s discursive practices could offer opportunities to access what professionals see and how they see what they want to see.

Author

• Minseok Choi, The Ohio State University - Columbus