Deterritorialised and Immersive Learning Takes Flight

By Ingrid Boberg and Dieneke Jansen.

Published by The International Journal of Arts Education

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Article: Print $US10.00
Article: Electronic $US5.00

This paper explores how total immersion and rupture operate together to provide active learning opportunities, self-responsibility and the shaping of artist identity within an art school situation. The context, activities, encounters, and observations are based on the experiences of a group of university students engaged in an intensive, off-campus photography camp in the Central Plateau of the North Island in Aotearoa, New Zealand in 2012. Through a Deleuzian lens this paper discusses how disruption and change can provide art students with the opportunity to broaden perceptive capabilities, challenge rationale, and reconsider personal attitudes as progression is made toward positive educational and personal outcomes.

Keywords: Affect, Intensive Immersion Learning, Self-responsibility, Multimodal Social and Educational Experiences, Sustaining Learning Power, Smooth Space, Striated Space

The International Journal of Arts Education, Volume 10, Issue 2, June 2015, pp.17-28. Article: Print (Spiral Bound). Article: Electronic (PDF File; 449.172KB).

Ingrid Boberg

Senior Lecturer, Department of Visual Arts, School of Art & Design, Auckland University of Technology, Wellesley, Auckland, New Zealand

Dieneke Jansen

Senior Lecturer, Faculty of Design and Creative Technologies, Department of Visual Arts, School of Art and Design, Auckland University of Technology, Auckland, New Zealand