Carl-Peter Buschkühle

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Carl-Peter Buschkühle (* 1957 ) is a German art educator. He teaches and researches as a professor for art education at the Institute for Art Education at the Justus Liebig University in Giessen and represents the approach to art education .

life and work

Carl-Peter Buschkühle studied art, philosophy and educational science at the universities in Paderborn, Wuppertal and Cologne from 1977 to 1982. In 1983 and 1984 he devoted himself to free artistic work in painting and had study visits to London, Paris, Italy. From 1986 to 2000, Buschkühle taught art and philosophy at the Benedictine high school in Meschede. From 1989 to 2000 he was a lecturer in art history at the Bergische Universität Wuppertal. In 1996 he received his doctorate there. phil. with a thesis on art as art education with Joseph Beuys.

He is a founding member of the artist group " The Artificial Joint ", which existed from 1996 to 2003. From 2000 to 2007 he was professor for art education at the Heidelberg University of Education and at the same time chairman of the state conference of art lecturers at the universities of education in Baden-Württemberg. In 2006 he completed his habilitation at the University of Koblenz-Landau on the subject of media culture and artistic education. Since 2007 he has been professor for art education at the Justus Liebig University in Giessen. Since 2015 he has been chairman of the European Regional Council of the International Society for Education through Art.

Research and Teaching

Buschkühle's research interests include the theory of artistic education, theory and practice of the artistic project, philosophical aesthetics and cultural theory as well as intermedia artistic work.

Art education

The concept of arts education bases its objectives, educational methods and content on art. Research by Buschkühle about Joseph Beuys and his expanded concept of art were of fundamental importance for the concept . In arts education, processes of mediation and action should be initiated in an “art-appropriate” manner. Artistic thinking and acting is seen as the basis for the forms, content and objectives of art educational activities. The arts education always moves in a large area of ​​tension of polarities, z. B. between theory and practice of an artistic project or forms of work such as research, construction and transformation. These polarities open up scope for work-oriented work, in which independent learning, experimental problem solving and critical reflection on relevant contexts can be experienced and promoted.

Art education aims at the practice of artistic thinking. This is divided into a. into the sub-areas of sensitive perception, critical reflection and productive imagination. These mental abilities can be seen as significant aspects for the formation of a self-determined and self-organized individual.

The artistic project

In practice, artistic education is essentially realized in the artistic project and is roughly composed of three structural elements: induction, experiment and contextuality. Induction describes a largely open entry into a topic. The aim is to give each learner the most individual possible way of dealing with it. This entry can be done in a variety of ways, e.g. B. through research, first spontaneous sketches or through random forms to be interpreted. Experiment means the subsequent, as individual as possible, examination of the topic. Critical reflection and, if necessary, targeted research into facts and the practice of technical skills are required. Contextuality means, on the one hand, the inclusion of significant contexts in the processing of a topic (e.g. dealing with images of art and the media). On the other hand, the individual phases of the creative and content-related work in the artistic project should be in a deeper and differentiating relationship.

In the combination of knowledge and design, the artistic project has an interdisciplinary character depending on the topic. It is an interdisciplinary methodology of arts education, which is not limited to just one subject, but is to be seen as an alternative learning principle.

reception

The concept of arts education is received controversially. Franz Billmayer, for example, criticizes that art lessons can no longer legitimize themselves through art, because art is the result of social agreements and describes only a tiny fraction of all images. But it is precisely the popular images in the media that should be met in a qualified manner. Children and young people are particularly influenced by these. Art education goes here too closely to an idealistic thought and focuses too much on the extraordinary in art. Hubert Sowa warns of ethical imbalances. Because the practices of artists or elements of the destructive on a cultural, social and subjective level, which can be isolated and to a certain extent part of artistic projects, are often anything but educationally valuable.

Publications

Monographs:

  • Dada - Art in Revolt. An existential-philosophical analysis of Dadaism . The Blue Owl, Essen 1985, ISBN 3-924368-68-6 .
  • Warmth time. On art as art education with Joseph Beuys . Lang, Frankfurt am Main 1997, ISBN 3-631-30992-9 .
  • The world as a game / 1. Theory of culture: digital games and artistic existence . Athena, Oberhausen 2007, ISBN 978-3-89896-282-7 .
  • The world as a game / 2. Art education: theory and practice of artistic education . Athena, Oberhausen 2007, ISBN 978-3-89896-283-4 .

Edited volumes:

  • Carl-Peter Buschkühle (ed.): Perspectives on artistic education . Salon Verlag, Cologne 2003, ISBN 3-89770-170-7 .
  • Carl-Peter Buschkühle, Jutta Felke (Ed.): People - Images - Education . Athena Verlag, Oberhausen 2005, ISBN 3-89896-218-0 .
  • Carl-Peter Buschkühle, Joachim Kettel, Mario Urlaß (eds.): Horizonte. International art education . Athena Verlag, Oberhausen 2009, ISBN 978-3-89896-371-8 .
  • Carl-Peter Buschkühle, Ludwig Duncker , Vadim Oswalt (eds.): Education between standardization and heterogeneity . VS Verlag für Sozialwissenschaften, Wiesbaden 2009, ISBN 978-3-531-16800-5 .
  • Carl-Peter Buschkühle (Ed.): Artistic art education. A discourse on arts education . Athena Verlag, Oberhausen 2012, ISBN 978-3-89896-514-9 .
  • Rachel Mason, Carl-Peter Buschkühle (Ed.): Images & Identity. Educating Citizenship through Visual Arts. Intellect, Bristol / Chicago 2013, ISBN 978-1-84150-742-2 .

Web links

General:

Texts by Carl-Peter Buschkühle:

Individual evidence

  1. ↑ Artist group "The Artificial Joint"
  2. ↑ Carl-Peter Buschkühle: The world as a game. Volume I: Cultural Theory: Digital Games and Artistic Existence ; Volume II: Art Education: Theory and Practice of Art Education. Athena, Oberhausen 2007.
  3. ^ Website of Carl-Peter Buschkühle .
  4. ↑ Press release from Justus Liebig University Giessen: Prof. Carl-Peter Buschkühle at the head of European art educators
  5. ↑ Carl-Peter Buschkühle: heat time. On art as art education with Joseph Beuys. Lang, Frankfurt am Main 1997, ISBN 3-631-30992-9 .
  6. ↑ Carl-Peter Buschkühle: Education in the artistic project. In: Schroedel art portal. November 2007.
  7. ↑ Carl-Peter Buschkühle: Arts education in the artistic project. In: Association for Art Education BDK INFO Hessen 1/08, p. 19.
  8. ↑ Franz Billmayer: What it is about, so that it continues. In: Johannes Kirschenmann (Hrsg.): Art-pedagogical generation talk - the future needs an origin . kopaed, Munich 2004, ISBN 3-935686-90-0 , pp. 183–186 (here, p. 184)
  9. ↑ Hubert Sowa: Ethical Implications of Art Education Processes. Preliminary remarks on a future art-educational theory of action. In: Carl-Peter Buschkühle (ed.): Perspectives on artistic education. Salon Verlag, Cologne 2003, p. 224 f.
personal data
SURNAME Buschkühle, Carl-Peter
BRIEF DESCRIPTION German art teacher
DATE OF BIRTH 1957