Virtual Art Galleries as Learning Spaces and Agents of Praxis

Abstract

Virtual art spaces offer a new medium through which the concept and form of art and learning spaces may be extended in the 21st century. With the growth of broadband internet and virtual reality technology, many museums have been acquiring the technology to create immersive virtual environments through which their art collections can be presented. In this article, the author describes unique, low-cost tools presented by gallery software programs that are transforming the way in which art may be presented and viewed. The author proposes that three-dimensional virtual galleries can link with the participatory action research methodology of photovoice, which stems from Freire’s seminal work and serves to nurturepraxis, or a pairing of reflection and action. This article fills the gaps in the literature regarding photovoice exhibitions and the contributions to teaching and learning using 3D virtual art platforms in educational contexts. Through study examples, the author asserts that virtual galleries may be utilized as a means to reach a broader audience and open new avenues to explore in the teaching of humanities. These virtual art spaces can foster critical dialogue, heighten social support, and empower learners through increased flexibility, choice, and perceptions of inclusion. The author concludes with an overview of the information needed to overcome the challenges of adopting such innovations.

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