Abstract
This article takes part in the discussion that revolves around games and gaming and presents an example on how they have been implemented to the curriculum of Finnish art teacher training. The article explores the results of a nationwide survey for art teachers concerning games and gaming and how it supported the curriculum design for pre-serving art education students. The most significant addition to the curriculum was a master’s-level course ‘Games, Gaming and Game Design’. The article presents the course in detail and how it has evolved during four semesters between 2017 and 2020. The theoretical framework for the curriculum design was built on Deweyan pragmatist aesthetics and constructionist ludology. The article suggests that games and gaming are an integral part of art education and best addressed in a holistic manner, not only as visual representations or tools for learning.
| Original language | English |
|---|---|
| Pages (from-to) | 191-207 |
| Number of pages | 17 |
| Journal | International Journal of Education through Art |
| Volume | 18 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 1 Jun 2022 |
| MoE publication type | A1 Journal article-refereed |
Keywords
- art education history
- curriculum design
- games
- ludology
- play
- pragmatist aesthetics