Art and art education in the era of digital hypermediation

Abstract

With the introduction of digital information and communications technology, the wide-ranging social aspects of our everyday lives have developed in considerably different ways. This has meant we have had to consider adapting traditional structures to uses imposed by the new digital paradigm. In our case, this process involves assimilating, accepting, and re-articulating teaching art with respect to the changes experienced in artistic, synchronic practices with respect to the social change-derived hypermediacy in which we are immersed. Given its perpetual nature and necessary hybridisation with artistic processes, we are forced to re-examine them to provide appropriate education. This is why present-day society, art and education needs appraising, based around questioning and a possible recreation of the current vibrations being felt. With this article, we therefore intend to emphasise the major role of a digitally hypermediated world in transforming artistic practices. In addition, we need to ensure new educational processes attempt to echo these behaviours, establishing the open convergence and interaction of the various players into the game’s strategy.