In the context of 21st-century learning, the STEAM disciplines play a crucial role in digital education, imparting a wide range of skills such as creative and critical thinking, as well as the development of new solutions (Belbase et al., 2019). The integration of art into STEAM helps incorporate creative and aesthetic perspectives into the technological domain. In a world saturated with images and confronted with social and ecological challenges, a future-oriented education is needed, where technology plays a key role in shaping design (Graham, 2021). The exploration of postdigital images—blending the digital and the analog worlds—provides a valuable opportunity in art education to foster creative inquiry and visionary design among students. Postdigital images represent a dynamic field of negotiation, where students move and actively contribute to the process (Grünwald, 2017). Postdigital images and their relevance to everyday life can be seen as a bridge between teachers and students, enabling the rethinking of the knowledge transfer process. Both educators and students are shaped by these images and are familiar with them. This creates the possibility of questioning traditional power relations between teachers and students, promoting knowledge exchange on an equal footing (Sternfeld, 2009; Rancière, 2005). Potential disorientation on the part of teachers in dealing with digital content (Stalder, 2018) can be seen as a productive element of this process. This paper explores how postdigital images, as interface between teachers and students in art education, can be used to stimulate creative research and promote the reconfiguration of knowledge transfer.

Authors:
Charlotte Schwarz, Mozarteum University Salzburg, Austria
Jan Guido Grünwald, Mozarteum University Salzburg, Austria

About the Presenter(s)
Charlotte Schwarz, M.Ed., focuses her research on postdigital images, art education, and the professionalization of career-changing and non-certified teachers in the STEAM subjects.

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