Art Street as a Way for Reflective Thinking in the Field of Adult and Primary Education: Examples of Educational Techniques

Authors: Georgia H. Mega

Abstract:

Street art, a category of artwork displayed in public spaces, has been recognized as a potential tool for promoting reflective thinking in both adult and primary education. Educational techniques that encourage critical and creative thinking, as well as deeper reflection, have been developed and applied in educational curricula. This paper aims to explore the potential of art street in cultivating learners' reflective awareness towards multiculturalism. More specifically, two artworks displayed in public spaces have been selected: the artwork of Kleomenis Kostopoulos and the artwork of Rustam Obic. The reason of this selection is because of their strong symbolism towards multiculturalism. The street arts have been elaborated by adult (+18) and minor students (K-12) in educational settings, under the same educator’s guidance, following appropriate for each age learning techniques. Adults cultivate their reflection using Freire’s learning method, whereas minors cultivate critical thinking using visible thinking techniques from Project Zero. Through qualitative methodology (context analysis) the depth of reflection/critical thinking has been emphasized for both age groups. The case study shows that street art can play a significant role to the promotion/cultivation of deep thinking towards challenging contemporary phenomena like multiculturalism.

Keywords: Street art, observation of art works, reflective awareness, educational techniques, multiculturalism.

References:

[1] https://pz.harvard.edu/thinking-routines
[2] J. Mezirow, Transformative dimensions of adult learning. San Francisco: jossey-bass,1991.
[3] P. Freire, Pedagogy of the Oppressed. New York. Continuum,1970.
[4] M.S. Knowles, The Modern Practice of Adult Education: From Pedagogy to Andragogy. Englewood Cliffs: Prentice Hall/Cambridge,1984, p.44.
[5] S. Brookfield, Teaching for Critical thinking. Jossey-Bass, 2012.
[6] R.H. Ennis & St. Norris, Evaluating Critical Thinking. Pacific Grove, CA: Critical Thinking Press,1989, p.12
[7] H. Marcuse, The aesthetic dimension: Toward a critique of Marxist aesthetics. Boston, MA: Beacon Press, 1978
[8] Project Zero: https://pz.harvard.edu
[9] M. Greene, Releasing the imagination: Essays on education, the arts, and social change. Jossey-Bass, 2000.
[10] P. Freire, Pedagogy of the Oppressed. New York. Continuum. 1970
[11] C.B. Morris, Paulo Freire: Community-Based Arts Education. Journal of Thought, Special Issue on Paulo Freire (Spring-Summer). Caddo Gap Press, vol 43 (1-2), 2008, pp.55-59. Retrieved July 2023 from https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=1223&context=jstae
[12] P. Freire, Education for Critical Consciousness, Continuum.1973, p. 139
[13] D. Perkins, The Intelligent Eye: Learning to think by Looking at Art. The Getty Education Institute for the Arts,1994.
[14] J. Dewey, Art as Experience. New York: Capricorn Books,1934.
[15] E. Eisner, The Arts, and the Creation of Mind. New Heaven & London: Yale University Press, 2002.
[16] A. Kokkos, Exploring Art for Perspective Transformation (International issues in Adult Education). Brill. Sense, 2021.
[17] P. Richhard, A.J.A. Binker, M. Douglas, Vetrano, C. &, K. Heidi Critical Thinking Handbook: 6th-9th Grades. Rohnert Park, CA: Center for Critical Thinking and Moral Critique, 1989.
[18] K. Kostopoulos, “(W)hole” 2018 Street Art, 2018, Retrieved July 2023, from https://www.greekstreetart.gr/post/179475413075/heart-whole-kleomenis-kostopoulos-patras-2018
[19] Rustam Qbic: “My House is Your Home" Street art, 2017. Retrieved October 2023 from https://vartoslo.no/gamle-oslo-gatekunst-merethe-ruud/toyen-skole-har-fatt-to-veggmalerier-til-skolestart/130525