Ruth Mateus-Berr – författare

The training of teachers in arts universities is changing. It is confronted by the great challenge of essential cultural, technological, social and economic changes.

The symposium "Perspectives on Art Education" (Vienna, May 28 - 30, 2015) is dedicated to these changes: What does the training need today in terms of artistic practice, research, and communication skills? What explanations do historical and contemporary approaches offer? What new strategies are needed in teaching and learning? How can the diverse approaches to art education in different cultures, embedded in various national structures and school types complement and empower each other and jointly develop?

It has always been the case that the teaching of art has had to deal with social changes. We are currently facing historic challenges and phenomena which we could never have imagined – the global financial crisis, the massive migration flows, and the ubiquitous spread of new technologies in our everyday life. Creative competence is needed for overcoming the disciplinary boundaries and in order to make equal opportunities for education possible in a diverse society.

This publication takes a critical look at the role of art and design education amidst these social changes – using theoretical reflection, practical experience, and empirical analysis.

Seit künstlerische Forschung zu einem etablieren Paradigma in der Kunstvermittlung wurde, stellen sich Fragen: Wie bilden wir junge KünstlerInnen und DesignerInnen aus, damit sie sich aktiv an der Produktion von Wissen und ästhetischen Erfahrungen in einem erweiterten Bereich beteiligen? Wie bereiten wir die Studierenden am besten auf ihre eigene künstlerische Forschung vor? Was soll ein Curriculum umfassen, das einer veränderten Lern,- Produktions- und Forschungslandschaft gerecht werden will? Und inwiefern unterscheidet sich die Lehre von «Kunst» von der Lehre «künstlerische Forschung»? Welche besonderen Fähigkeiten und Kompetenzen sollte ein Lehrender aufweisen? Auf der Basis eines Symposiums an der Universität für angewandte Kunst Wien bietet das Buch eine Vielzahl von durchdachten Antworten.

Dementia is a term that encompasses a wide range of symptoms. In Europe alone about 10 million people live with dementia. Where health policy and medical approaches reach their limits, art and design strategies can open up new perspectives for people living with dementia – in terms of their abilities and circumstances and their social environment. This interdisciplinary handbook is aimed at people working and researching in the field of dementia. It offers insights into the possibilities and limitations of artistic and art-related interventions in relation to dementia. This publication brings together contributions from the disciplines of design, architecture, and art, music, and museum education, providing a variety of insights into this multifaceted syndrome.

Interdisciplinary educational turn The challenges of a complex and volatile world require solutions that reconcile divergent perspectives and interests. In schools, interdisciplinarity has been integrated within curricula for decades, yet it is rarely applied as a collaborative practice. Communication between different fields of research is not enough. Without meaningful collaboration, opportunities to connect are lost, and teachers and students fail to benefit from the experience of lived interdisciplinarity. A new periodical, entitled EDU:TRANSVERSAL, presents the latest findings of national and international transversal research as well as the state of the art of interdisciplinarity in didactics. The aim of this annual publication is to stimulate a transversal turn in education. The first issue of a new periodical of transversal research in education New national and international interdisciplinary research on didactics With contributions by Christine Künzli David, Anna Maria Loffredo, Hans-Jörg Rheinberger, and others

New interdisciplinary research in education

Given the current demands on schools and the challenges they face in an increasingly complex and volatile world, new and visionary educational paths and new educational concepts are urgently needed. Interdisciplinary collaboration within the curriculum can open up new possibilities for education.

EDU:TRANSVERSAL No. 02/2024 presents transversal research findings, offers insights into innovative projects, and introduces interdisciplinary practices from schools and universities. The contributions deal with topics such as the digital image archive as a teaching and learning space for classes in art or German and the potential of memes for promoting critical Internet use in art and politics classes.

Second issue of this periodical on transversal research in education State of the art of interdisciplinary research in didactics With contributions by Alessandra Bellissimo, Julia Fromm, Eva Greisberger, Maria Mogy, Gudrun Ragossnig, Eva-Maria Schitter, Birke Sturm, Petra Weixelbraun, and others