A note after reading, "we turned your world upside down, contemporary Art Practice in the High school classroom and spaces beyond, by Jack Watson.

A note after reading, "we turned your world upside down, contemporary Art Practice in the High school classroom and spaces beyond, by Jack Watson.

  * This post is a note and summary for study after reading the above article.

​The continuity of social movements in the arts and their ability to adapt to the ever-changing boundaries of public space has led educators and theorists in art education to promote the potential for social and critical engagement in public space art-making (Darts, 2004 ; Lacy, 1995; Pinder). , 2005; Richardson, 2010; Thompson, 2004).

- For several generations, traditional art education has favored a formalist approach that promotes media manipulation and craftsmanship, ignoring the content and practices related to contemporary art and relevant to the lives of students for a variety of reasons (Gude, 2000).

  - Art production in public spaces is based on one's own experience.

-Social engagement work based on contemporary practice is closely related to the curriculum.

  In debating, brainstorming, strategizing action, and ultimately creating meaningful projects, students develop higher-level critical thinking skills that go beyond traditional art projects and typical academic experiences.

-Modeled after the work of contemporary artists, students create work that has real-world and cultural relevance.

-By challenging the boundaries of their own understanding of art, students further articulate their own aesthetic philosophy.

- A social sculptor cannot be a passive learner. The social sculptor is an active agent within his experience.

- Even non-participation affects the work. Because, as usual, people who walked [the route] contributed in their own way by choosing not to participate. Audiences influenced each other by setting their own standards, and influenced the work by establishing the definition of the work.

-These responses reveal a genuine understanding of the postmodern definition of the work of art as a participatory and interactive collaboration between artist and audience. Also, for any art project to be successful, students must find themselves within it while agreeing on the goals of the project. The consent required for this project was exceptional, but students rose to the challenge and found that their courage was rewarded.