Papers by Martha Ioannidou
EDULEARN24 Proceedings, IATED, 2024
Artificial Intelligence (AI) 's emergence in art has significantly transformed the creative proce... more Artificial Intelligence (AI) 's emergence in art has significantly transformed the creative process. As a result, it has raised questions related to artistic autonomy and the role of AI in shaping the art landscape. The impact of AI on art and museum education is a hotly debated topic, and it represents a significant paradigm shift with far-reaching implications. For example, AI-generated art, created by entities like DALL•E and Midjourney, challenges traditional notions of creativity and carries significant cultural and economic consequences for the creative sectors. This article aims to explore the philosophical, practical, and legal aspects that arise from AI-generated art. It analyses the impact of AI on creativity, motivation, self-awareness, and emotion, delving into the fundamental elements of artistic expression. It emphasises the importance of understanding the influence of AI on art education and society and its impact on learning activities and educational motivation in art pedagogy. While some argue that AI-generated art undermines the authenticity and originality of human creativity, leading to a homogenisation of artistic expression, others contend that AI has the potential to nurture creativity, enhance learning experiences, and prepare students for a future where AI will be pervasive in the art landscape. This debate seeks to provide students and future creators with an awareness of the challenges of AI and its appropriate use in educational settings at all levels. It also explores the critical conundrum of intellectual property and copyright that arises in the context of AI-generated art, analysing the legal implications and presenting relevant case studies and practical examples to recognise creativity and innovation. Defining "artwork" to understand the property rules for AI-generated art becomes crucial for identifying creativity and innovation options. Therefore, this article highlights ways to thoughtfully and ethically adopt AI technologies to address contemporary concerns.
INTED proceedings, Mar 1, 2016
European Journal of Social Sciences Education and Research, Jun 10, 2017
In today's increasingly fast-paced societies, undergoing reformation in the aging schooling syste... more In today's increasingly fast-paced societies, undergoing reformation in the aging schooling systems in order to prepare children to subdue the high amounts of pressure and stress and lead productive lives seems to be moving slowly, compared to the unexpected rhythms of the socioeconomic changes. In that context a programme has been created at the School of Primary Education, based on the belief that art shouldn't rest only in the frame, but become itself a frame of the children's experiences, a means for self-exploration, enhancing at the same time social learning and cultural responsiveness in schools. At current stage we explore whether and how artists as inviting personalities can become an example to children for building their own identity, while opening widely the borders of relating effectively to others or to life's varied phenomena, as they learn how to communicate the subtleties of who they really are and what they believe in ways that words usually fail to fully capture. Children are asked to choose as a self-companion through their school year an artist, who greatly benefited from the arts' unique power as a tool for shedding light on his/her self-knowledge and for overcoming difficulties as well as a means of fostering meaningful connections with his/her social and cultural environment. Curricular goals and learning units are approached by adapting innovative and effective teaching practices through the arts, based on the life and work of the artists children have chosen.
Eurasian Journal of Social Sciences, 2014
If we as educators want to make a change, it's high time we take the bull by the horns and realis... more If we as educators want to make a change, it's high time we take the bull by the horns and realistically address and debate current issues related not only to art context but to art pedagogy. In this new information age, an innovative e-collaborative project focusing on education in and through arts, designed, continually supported and revised by the associated university departments, can work as a medium for developing cognitive skills that carry over into other areas. Among the main aims of such a project, one could name a few general ones in the abstract, which will be expanded and explained in the full paper: It will offer participants the abilities to reflect, to link information from diverse subjects and sources, to generate ideas; to honour various traditions, to recognize historical achievements and enjoy new technologies via arts, to respect different cultures and accept various points of view; to testify and connect opinions, to develop higher-order thinking skills in students, to work and communicate creatively outside the boundaries of a single class, a single school, a single country; to draw reasoned conclusions and grasp the connections that lead to creative solutions. This special @rt-platform, that we intend to 'build', can act as a kind of unifying force, as a 'cultural bridge', with arts being the key to accept and respect the 'other', to understand the world's cultures and civilization's legacies. This alone can be the main aim, the reason, in a general attempt of working together in establishing world's peace.
Aristotle University of Thessaloniki, 2020
ICERI2016 Proceedings, 2016
The discussion on how to deal with the visible diversity in our schools today has naturally focus... more The discussion on how to deal with the visible diversity in our schools today has naturally focused on the appropriateness of the teaching material and methods. For teachers that rely on literature in their everyday practice, the question of the suitable kind of literature has often been posed. This paper offers a dual aspect of children’s literature used in multicultural class environments. The first part deals with the influx of multicultural literature (a term produced in the USA in the early 1980s) as a means of dealing with the diversity in classrooms. By describing concisely the aspects of multicultural literature, possible ways of using this kind of literature will be discussed. The second part focuses on the use of literature, wordless books, in particular, aiming to provide a deeper understanding of their ability to enhance literacy skills and promote multicultural awareness for the whole class in a motivating and engaging way. Facing the multiple challenges of teaching language in a multicultural class setting is an intriguing and often demanding task for educators. Literature can help in creating a common ground, a starting point, for all students, while supporting cultural and social negotiations. Visual arts can complement language development by offering non-verbal means of communication and understanding and by engaging students in multiple learning opportunities. Through examples of activities based on specific wordless children’s books, we will further examine ways of integrating visual images (illustrations, artworks etc.) and language in order to reveal how wordless books can be a significant tool in enhancing literacy development, creative thinking and aesthetic growth. In this context children are inspired to create their own stories, share their ideas and their cultural and linguistic backgrounds, thus enriching their learning experiences, increasing their confidence in speaking, reading and writing, and building social relationships across cultures.
European Journal of Social Sciences Education and Research, 2017
In today’s increasingly fast-paced societies, undergoing reformation in the aging schooling syste... more In today’s increasingly fast-paced societies, undergoing reformation in the aging schooling systems in order to prepare children to subdue the high amounts of pressure and stress and lead productive lives seems to be moving slowly, compared to the unexpected rhythms of the socio-economic changes. In that context a programme has been created at the School of Primary Education, based on the belief that art shouldn’t rest only in the frame, but become itself a frame of the children’s experiences, a means for self-exploration, enhancing at the same time social learning and cultural responsiveness in schools. At current stage we explore whether and how artists as inviting personalities can become an example to children for building their own identity, while opening widely the borders of relating effectively to others or to life’s varied phenomena, as they learn how to communicate the subtleties of who they really are and what they believe in ways that words usually fail to fully capture....
Inclusive education is intrinsically associated with student diversity and the ways of handling i... more Inclusive education is intrinsically associated with student diversity and the ways of handling it in schools. In this paper we support that inclusion is a process that gives positive significance to the diversity of a school’s student population and recognizes ALL children’s potential to influence and shape their school environment, to participate equally and progress in school. In this case the school functions as a means of inspiring and implementing changes so that it can turn inclusive, in the pursuit of a true prospect for combating discrimination and exclusion. After a short discussion of relevant terminology (i.e., assimilation, integration, inclusion), the paper focuses on examples of inclusive activities in diverse classrooms. The examples are discussed in the framework of inclusive pedagogy, so that the dialogue of whether inclusive education is a viable endeavour begins and “good practices” for its application are discussed.
If we as educators want to make a change, it’s high time we take the bull by the horns and realis... more If we as educators want to make a change, it’s high time we take the bull by the horns and realistically address and debate current issues related not only to art context but to art pedagogy. In this new information age, an innovative e-collaborative project focusing on education in and through arts, designed, continually supported and revised by the associated university departments, can work as a medium for developing cognitive skills that carry over into other areas. Among the main aims of such a project, one could name a few general ones in the abstract, which will be expanded and explained in the full paper: It will offer participants the abilities to reflect, to link information from diverse subjects and sources, to generate ideas; to honour various traditions, to recognize historical achievements and enjoy new technologies via arts, to respect different cultures and accept various points of view; to testify and connect opinions, to develop higher-order thinking skills in stud...
EDULEARN18 Proceedings of 10th International Conference on Education and New Learning Technologies, 2-4 July, Palma, Mallorca, Spain. 8041-8049. [ISBN: 978-84-09-02709-5], 2018
Inclusive education is intrinsically associated with student diversity and the ways of handling i... more Inclusive education is intrinsically associated with student diversity and the ways of handling it in schools. In this paper we support that inclusion is a process that gives positive significance to the diversity of a school’s student population and recognizes ALL children’s potential to influence and shape their school environment, to participate equally and progress in school. In this case the school functions as a means of inspiring and implementing changes so that it can turn inclusive, in the pursuit of a true prospect for combating discrimination and exclusion. After a short discussion of relevant terminology (i.e., assimilation, integration, inclusion), the paper focuses on examples of inclusive activities in diverse classrooms. The examples are discussed in the framework of inclusive pedagogy, so that the dialogue of whether inclusive education is a viable endeavour begins and “good practices” for its application are discussed.
EDULEARN18 Proceedings of 10th International Conference on Education and New Learning Technologies, 2-4 July, Palma, Mallorca, Spain. ISBN: 978-84-09-02709-5, 2018
The discussion on how to deal with the visible diversity in our schools today has naturally focus... more The discussion on how to deal with the visible diversity in our schools today has naturally focused on the appropriateness of the teaching material and methods. For teachers that rely on literature in their everyday practice, the question of the suitable kind of literature has often been posed.
This paper offers a dual aspect of children’s literature used in multicultural class environments. The first part deals with the influx of multicultural literature (a term produced in the USA in the early 1980s) as a means of dealing with the diversity in classrooms. By describing concisely the aspects of multicultural literature, possible ways of using this kind of literature will be discussed.
The second part focuses on the use of literature, wordless books, in particular, aiming to provide a deeper understanding of their ability to enhance literacy skills and promote multicultural awareness for the whole class in a motivating and engaging way.
Facing the multiple challenges of teaching language in a multicultural class setting is an intriguing and often demanding task for educators. Literature can help in creating a common ground, a starting point, for all students, while supporting cultural and social negotiations. Visual arts can complement language development by offering non-verbal means of communication and understanding and by engaging students in multiple learning opportunities.
Through examples of activities based on specific wordless children’s books, we will further examine ways of integrating visual images (illustrations, artworks etc.) and language in order to reveal how wordless books can be a significant tool in enhancing literacy development, creative thinking and aesthetic growth.
In this context children are inspired to create their own stories, share their ideas and their cultural and linguistic backgrounds, thus enriching their learning experiences, increasing their confidence in speaking, reading and writing, and building social relationships across cultures.
Με αφορμή τη συμπλήρωση 100 ετών από τη γέννηση του Salvador Dalí (1904-2004) στο άρθρο εξετάζω τ... more Με αφορμή τη συμπλήρωση 100 ετών από τη γέννηση του Salvador Dalí (1904-2004) στο άρθρο εξετάζω τα «διπλά» πορτρέτα της περιόδου 1924-1927, τα οποία αναφέρονται στη σχέση του με τον ποιητή και φίλο του Federico García Lorca. Μέσα από την ανάλυση έργων όπως η Νεοκυβιστική ακαδημία, το Ψάρι και μπαλκόνι: Νεκρή φύση υπό το σεληνόφως, Το μέλι είναι πιο γλυκό από το αίμα, κ.ά επιχειρείται η ερμηνεία των προσωπικών του συμβόλων ενώ ταυτόχρονα αναδεικνύεται ο τρόπος που θέτει ο ίδιος το ζήτημα της σεξουαλικής του ταυτότητας, πλάθοντας το δικό του σουρεαλιστικό πλέον μύθο.
Ο Σουρεαλισμός ήρθε να καλύψει το κενό που χωρίζει τον απόλυτο ιδεαλισμό από το διαλεκτικό υλισμό... more Ο Σουρεαλισμός ήρθε να καλύψει το κενό που χωρίζει τον απόλυτο ιδεαλισμό από το διαλεκτικό υλισμό δρώντας συνάμα ως ένα από τα πιο ενδιαφέροντα και με μεγάλη επιρροή κινήματα της τέχνης του 20ού αιώνα. Ως ρεύμα σηματοδότησε την νεότερη ελληνική τέχνη καθώς και τη σχετική με αυτή βιβλιογραφία, γεγονός που, –εκτός των άλλων-, οφείλεται στην ύπαρξη της ισχυρής και «προκλητικής» λογοτεχνικής και φιλοσοφικής του διάστασης. Μέσα από τη σύντομη καταγραφή των τυπικών του χαρακτηριστικών και την αναφορά στην προβληματική γύρω από τη χρονική του αφετηρία και τη μακρά εξέλιξή του στη Ελλάδα, επιχειρείται η κριτική παρουσίαση της υπάρχουσας βιβλιογραφίας από την εμφάνιση του έως σήμερα, με έμφαση στην εικαστική πλευρά.
In today’s increasingly fast-paced societies, undergoing reformation in the aging schooling syste... more In today’s increasingly fast-paced societies, undergoing reformation in the aging schooling systems in order to prepare children to subdue the high amounts of pressure and stress and lead productive lives seems to be moving slowly, compared to the unexpected rhythms of the socio-economic changes. In that context a programme has been created at the School of Primary Education, based on the belief that art shouldn’t rest only in the frame, but become itself a frame of the children’s experiences, a means for self-exploration, enhancing at the same time social learning and cultural responsiveness in schools. At current stage we explore whether and how artists as inviting personalities can become an example to children for building their own identity, while opening widely the borders of relating effectively to others or to life’s varied phenomena, as they learn how to communicate the subtleties of who they really are and what they believe in ways that words usually fail to fully capture. Children are asked to choose as a self-companion through their school year an artist, who greatly benefited from the arts’ unique power as a tool for shedding light on his/her self-knowledge and for overcoming difficulties as well as a means of fostering meaningful connections with his/her social and cultural environment. Curricular goals and learning units are approached by adapting innovative and effective teaching practices through the arts, based on the life and work of the artists children have chosen.
In ancient Greece, hospitality was an act of virtue. Xenios Zeus was the god of hospitality and p... more In ancient Greece, hospitality was an act of virtue. Xenios Zeus was the god of hospitality and protected ξένοι [xénos] (=alien, foreigner). It was a sacred duty to welcome, protect and care for foreigners, while mistreating them was considered a sin. Social and class barriers were abolished through hospitality, as both rich and poor, noble and commoners were entitled to hospitality. In this sense, welcoming refugees to Greece nowadays is simply continuing an ancient tradition. Following the ancient thread, the programme " KA2 – Managing the refugee and migrant flows through the development of educational and vocational frames for children and adults " was developed. The paper aims to present the Welcome Guide for Refugee Children created in the framework of this action and to examine what culture can do as a companion to education and learning in times of wider societal crisis, when the fabric of society is itself at risk. The Guide is created so that our partner organizations in other countries can use it as a paradigm for creating their Reception Guides for refugees and sets as one of its main goals to reinforce meaningful relationships and peaceful, cohesive societies. Our Welcome Guide is addressed to refugee children aged 6-15 and aims to acquaint them with the wider area of their current host country. The Welcome Guide aspires to be a hospitable and friendly introduction to the city of Thessaloniki (Thessaloniki being the paradigm for any city), but also the threshold to the children's sensitization and initiation to the Greek culture and language. It is offered in a bilingual EL/EN interactive platform, translated in Arabic as well, fusing novelty pedagogic methods and technology. Informed by the theory of literacy development in a second or foreign language, written texts are supported by various visual and sound complements to facilitate children in identifying and associating concepts with words; short texts are expanded and serve as the basis for the educational material. Cultural heritage, artifacts and the arts serve as a reservoir of 'unofficial' knowledge and as a different, more stimulating and self-energizing learning environment; they offer different ways of learning, facilitating migrant children's smooth inclusion in school and native children and their families to overcome negative stereotypes and to gain from intercultural interactions. The purpose of this Welcome Guide is to contribute to a wider understanding of how multicultural and socially sensitive education can help to build students' understanding of their own place in history and emphasize the capacity and ability of all human beings, including those who have been culturally degraded, politically oppressed, and economically exploited. As we move into narrow paths in the twentieth first century we are confronted with an enormous societal change, alongside the financial crisis, which is inevitably associated with a wide moral crisis and leads to increased xenophobia, racism and poverty in everything, including education and culture. Europe has diversified itself culturally over the last few years, as refugees and immigrants have had a variable and significant impact on the cultural contexts of host societies. Cultural changes have taken place mainly regarding cuisine, sports, the fashion industry, the arts and the media. These days by using the term " refugees " we tend to suggest a homogeneous group, although in reality it is the opposite. Each refugee has his or her own personal biography and experiences and abilities, all of which determine their expectations. Certainly, they all first take a deep breath at having escaped the life-threatening regions of war and at arriving in safety. Several months after arrival, however, questions about their uncertain future become more urgent.
Uploads
Papers by Martha Ioannidou
This paper offers a dual aspect of children’s literature used in multicultural class environments. The first part deals with the influx of multicultural literature (a term produced in the USA in the early 1980s) as a means of dealing with the diversity in classrooms. By describing concisely the aspects of multicultural literature, possible ways of using this kind of literature will be discussed.
The second part focuses on the use of literature, wordless books, in particular, aiming to provide a deeper understanding of their ability to enhance literacy skills and promote multicultural awareness for the whole class in a motivating and engaging way.
Facing the multiple challenges of teaching language in a multicultural class setting is an intriguing and often demanding task for educators. Literature can help in creating a common ground, a starting point, for all students, while supporting cultural and social negotiations. Visual arts can complement language development by offering non-verbal means of communication and understanding and by engaging students in multiple learning opportunities.
Through examples of activities based on specific wordless children’s books, we will further examine ways of integrating visual images (illustrations, artworks etc.) and language in order to reveal how wordless books can be a significant tool in enhancing literacy development, creative thinking and aesthetic growth.
In this context children are inspired to create their own stories, share their ideas and their cultural and linguistic backgrounds, thus enriching their learning experiences, increasing their confidence in speaking, reading and writing, and building social relationships across cultures.
This paper offers a dual aspect of children’s literature used in multicultural class environments. The first part deals with the influx of multicultural literature (a term produced in the USA in the early 1980s) as a means of dealing with the diversity in classrooms. By describing concisely the aspects of multicultural literature, possible ways of using this kind of literature will be discussed.
The second part focuses on the use of literature, wordless books, in particular, aiming to provide a deeper understanding of their ability to enhance literacy skills and promote multicultural awareness for the whole class in a motivating and engaging way.
Facing the multiple challenges of teaching language in a multicultural class setting is an intriguing and often demanding task for educators. Literature can help in creating a common ground, a starting point, for all students, while supporting cultural and social negotiations. Visual arts can complement language development by offering non-verbal means of communication and understanding and by engaging students in multiple learning opportunities.
Through examples of activities based on specific wordless children’s books, we will further examine ways of integrating visual images (illustrations, artworks etc.) and language in order to reveal how wordless books can be a significant tool in enhancing literacy development, creative thinking and aesthetic growth.
In this context children are inspired to create their own stories, share their ideas and their cultural and linguistic backgrounds, thus enriching their learning experiences, increasing their confidence in speaking, reading and writing, and building social relationships across cultures.
Ιωαννίδου,Μ. (επιμ.), 2009. Η Τέχνη του 20ού αιώνα: Ιστορία-Θεωρία-Εμπειρία, Τομέας Ιστορίας της Τέχνης, Α.Π.Θ., Θεσσαλονίκη (ISBN 978-960-243-658-5) (σς 699)
Αυτό που ο Henry Moore αποκαλούσε «μυστήριο της τρύπας», εκτός από την τέχνη, φαίνεται να απασχολεί σταθερά και άλλα πεδία γνώσης -μαθηματικά, φυσική, αστρονομία, φιλοσοφία-, με διαφορετικό κάθε φορά όνομα και νόημα. Οι “μαύρες τρύπες” του διαστήματος, οι κρατήρες της σελήνης, τα σπήλαια ή τα διάτρητα βράχια προκαλούν πάντα ενδιαφέρον και απορία, όπως πρόκληση για τη φιλοσοφική σκέψη αποτελούν το “κενό”, το “μηδέν”, το “τίποτα”, η “απουσία” στη λογοτεχνία, οι “lacunae” στο λόγο, οι παύσεις στη μουσική.
Στόχος της σύντομης ανακοίνωσης δεν είναι, φυσικά, η αναφορά σε όλες τις μορφές του «κενού» στην τέχνη του 20ού αιώνα και η εξέταση του ιδεολογικού τους υπόβαθρου. Με αφορμή τη δημιουργία του Yves Klein και του Anish Kapoor, ορισμένες παρατηρήσεις, αποσπασμένες από μία μεγαλύτερη μελέτη σε προχωρημένο στάδιο, θα εστιαστούν στις «τρύπες» που αποκαλύπτουν ή μορφοποιούν “φαινόμενα” και “ιδέες”, όπως το φως, η αντανάκλαση, η επιστροφή στη Μητέρα-Γη, το απόλυτο- Θεός.
Το 1958 ο Klein, με την έκθεση-δρώμενο Époque Pneumatique ή Le Vide, υποστήριξε με μοναδικό τρόπο τη θέση πως η ιδέα πίσω από το έργο τέχνης είναι πιο σημαντική από το ίδιο το έργο, που με την απροσδιόριστη αύρα του μπορεί να υπερβαίνει το χώρο και το χρόνο. Μία εικοσαετία περίπου αργότερα ο Kapoor, αναγνωρίζοντας τον πρωτοποριακό ρόλο του Klein, του Fontana και άλλων “εξερευνητών” του κενού, αναζωογόνησε τον προβληματισμό γύρω από το “τίποτα”, ορίζοντας το “κενό” και την “απουσία” ως “εικαστικά διατυπωμένη εσωτερική αφήγηση”. Γι’ αυτόν το κενό έχει πολλές μορφές “ύπαρξης”, οι οποίες, με κύριο ερέθισμα την τρύπα, υποδηλώνονται από αντιθετικά δίπολα, όπως μέσα-έξω, επιφάνεια-βάθος, φως-σκοτάδι, ορατό-αόρατο, συνειδητό-υποσυνείδητο. Στον πυρήνα της δημιουργίας του κυοφορείται η ιστορία ενός απόντος σώματος-σκιάς, που είναι ταυτόχρονα κενό και αύρα . η δυνατότητα μετάβασης από το υλικό στο άυλο, από την κίνηση στην ακινησία και τελικά της επιστροφής στη μήτρα, την κοιτίδα της ύπαρξης και της αυτογνωσίας.