Cover -- Half Title -- Title -- Copyright -- Contents -- Acknowledgements -- Foreword -- Introduction -- Background and aims -- Methodology -- Preliminary research -- Developing the training materials -- The results -- Management issues -- The curriculum experiment -- Successes and failures -- Appendices -- Art -- Citizenship -- Digital media -- Part I: Reflective Chapters -- Chapter 1: Learning to Speak as a Listener: Teaching European Citizen Identity through Art -- Abstract -- Education for European citizenship -- Combining art education and citizenship education -- Teaching and learning in Images and Identity -- References -- Chapter 2: Identity and Artistic Education -- Abstract -- Introduction -- Identity formation as an educational aim -- The coherent self and development of wisdom -- Joseph Beuys: Artistic thinking and social sculpture -- How to Explain Pictures to a Dead Hare -- Elements of artistic thought -- Consequences for an artistic education -- The creative process at the core of artistic education -- The 'Freedom and Dignity' case study -- Artistic education as work on identity from a variety of perspectives -- References -- Chapter 3: Errant Identities in Contemporary Art Education -- Abstract -- The 'identity problem' -- Contemporary art in Images and Identity -- Personal identities -- Cultural identities -- Art education and multiculturalism -- References -- Chapter 4: Zde Jsem: What Is My Situation? Identity, Community, Art and Social Change -- Abstract -- Introduction -- Method -- Preliminary surveys -- Action research -- Participants -- Preliminary findings -- The schemes of work -- Digital media -- Inspirational moments in the three main schemes of work -- Working with the image bank -- Working with children in the gallery -- Magical realism -- Détournement -- Discussion -- Historical and cultural perspective.

Visual arts perspective -- Conclusion -- Acknowledgements -- References -- Online resources -- Notes -- Chapter 5: The Role of Talk in Image-based Learning -- Abstract -- Introduction -- Contemporary art practice and dialogic interactions -- Using contemporary art to explore identity -- The teacher's role in developing understanding of self -- Personal identity and stereotyping: The Czech Republic -- Challenging perceptions of identity: Germany -- Family identity: Portugal -- Identity and locality: Malta -- Conclusion -- References -- Chapter 6: Action Research and Interdisciplinary Curriculum Planning -- Abstract -- Introduction -- Methodology -- Discussion -- Collaborative teaching/learning -- Teaching and learning strategies (non-art-based) -- Digital technology -- Strengths and weaknesses of the action research approach -- Conclusions and implications for future research on this topic -- References -- Chapter 7: North-South Exchange: Student Art Teachers' Visualisations of National Identity -- Abstract -- Context -- Student art teachers' representations of national identity -- Northern Ireland and citizenship: A contested issue -- Citizenship, national identity and Northern Ireland -- Images and symbols of national identity -- Art and citizenship: Where does it intersect? -- Art and design student teachers, north and south -- Image sharing -- National identity: Does it exist in a postmodern world? -- References -- Notes -- Chapter 8: Tool, Medium and Content: Digital Media and the Images and Identity Project -- Abstract -- Introduction -- Definitions -- Computer as tool -- Computer as medium -- Interfaces -- Content questions -- Project work: Overview -- When digital media should not be used -- When digital media offer added value -- Tool use -- Medium use -- Internal and external communication -- Project website.

Conclusions and recommendations -- References -- Note -- Part II: Case Studies of Classroom Research -- Chapter 9: Family and Citizenship: Case Study by Portugal -- 1. Background -- 1.1 Portuguese national team -- 1.2 School -- 1.3 Action -- 2. Project aims and learning outcomes -- 2.1 How can we explore the notion of European identity through image analysis and construction utilising digital techniques? -- 2.2 How shall we integrate the Image and Identity themes into VTE? -- 2.3 How can we integrate the themes of citizenship and identity into VTE? -- 3. Dimensions of study -- 4. Research in action -- 4.1 Descriptive summary -- 4.2 Lessons on identity and family -- 4.3 Lessons on puppet making -- 4.4 Lessons on digital art -- 5. What changed as a result of the action? -- 6. Success indicators -- 6.1 How can we explore the notion of European identity through image analysis and construction? -- 6.2 How can we engage learners with these themes using digital techniques? -- 6.3 How does the collaborative-practical work impact on children's ability to grasp the intended learning? -- 7. Findings -- 7.1 Time -- 7.2 Pedagogy -- 7.3 Stereotypical views - Using artist images -- 8. National Coordinator reflection -- References -- Chapter 10: Greetings from Europe: Case Study by Ireland -- 1. Life Centres -- 2. Participants -- 3. Background -- 3.1 Stage 1 (June-September 2008) -- 3.2 Stage 2 (November-December 2008) -- 3.3 Stage 3 (January-May 2009) -- 4. The scheme of work -- 4.1 Broad aims -- 4.2 Art and design and citizenship -- 4.3 Specific aims -- 4.4 Sources -- 5. Research in action -- 5.1 Lesson one -- 5.2 Lesson two -- 5.3 Lesson three -- 5.4 Lesson four -- 6. Changes made as a consequence -- 7. Success indicators -- 7.1 Key skills in research and idea generation -- 7.2 Composition/layout -- 7.3 Critical reflection -- 7.4 Media and skills.

7.5 Creative outcomes -- 7.6 Working with others -- 7.7 Engaging with contemporary art -- 8. Lessons learned and findings -- 9. User evaluations -- Chapter 11: Identifying with European People and Places: Case Study by England -- 1. Background -- 2. Aims and conceptual framework -- 3. Dimensions of the study -- 3.1 Influences on the study -- 4. Research in action -- 4.1 First two sessions -- 4.2 Sessions three and four -- 4.3 Final activity -- 5. Evaluation -- 5.1 Success indicators -- 6. Lessons learned and findings -- 6.1 Time -- 6.2 Pedagogy -- 6.3 Art -- 6.4 ICT -- 6.5 Using artists' images to challenge stereotypical views -- 6.6 Final reflection -- References -- Chapter 12: Mapping Identity: Case Study by the Czech Republic -- 1. Background -- 2. Conceptual framework -- 3. Aims in relation to Images and Identity's learning outcomes -- 3.1 Dimensions of study -- 4. Influences on the study/sources -- 5. Research in action -- 5.1 Introductory stage: What can I see in this image? What does it mean to me? -- 5.2 Work in the gallery: Do you want to be a superstar? -- 5.3 The post-production stage in school -- 6. Changes made as a consequence -- 6.1 Success indicators -- 7. Lessons learned and findings -- 7.1 How do visual representations influence our understanding of nation and culture, personal and cultural identity, and visual representations of self? -- 7.2 How do time-based images and time reference the visible self? -- References -- Key personnel -- Others involved -- Notes -- Chapter 13: Freedom and Identity: Case Study by Germany -- 1. Background -- 2. Aims and conceptual framework -- 3. Project phases -- 3.1 Drawing: Personal identity -- 3.2 Photography I: Self-portrayal -- 3.3 Photography II: Role-play -- 3.4 Interim results and further development -- 3.5 Analysing posters: Young people in another environment.

3.6 Thematic development: Human rights, freedom and dignity -- 3.7 An illustration -- 3.8 Written comparisons -- 3.9 Individual design work: Posters about freedom and dignity -- 3.10 Developing formal criteria -- 3.11 Draft work -- 3.12 Combining knowledge and design -- 4. Designing art projects -- 5. Evaluation -- 6. Final reflection -- Appendix -- Student comments about their work -- Sarah Richter -- Felix Burmann -- Anna Hürten -- Student comparison of images -- Simon Joachimsmeier -- Anna Hürten -- Lara Rickert -- Laura Horst -- Chapter 14: Personal and Community Identities: Case Study by Malta -- 1. Background -- 2. Rationale -- 3. Dimensions of study -- 4. Sources -- 5. Research in action -- 5.1 Lesson One -- 5.2 Lesson Two -- 6. Lessons learned -- 7. User evaluations -- Reference -- Back Cover.