Autoethnographic identification of realms of learning for art education in a post-digital age

Abstract

Realms of learning for art education in a post-digital world are identified through autoethnography, a qualitative research methodology congruent with an emerging paradigm shift beyond the digital culture of the Information Age to a post-digital Conceptual Age that honours the ability to create aesthetic significance, to discern patterns, to craft a meaningful narrative and to combine seemingly unrelated ideas into a novel creation. Realms of learning are brought to light through a narrative that highlights episodes in the life of an artist/ researcher/teacher that have special significance for art education. This autoethnographic enquiry, at the intersections of art, science, technology and culture, identifies interweaving realms that create a colourful fabric of lifelong learning: from awesome immersion, playful exploration, aesthetic creativity and morphological analysis, to interdisciplinary imagination, cybersomatic (computerbody) interactivity, polycultural collaboration, and holistic integration.

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