Digital Visual Studies is a collaborative research hub for Art Educators, Researchers, and Artists interested in the interplay between digital technologies and art making.
Current collaborators are listed below, in alphabetical order.
Additional collaborators will be added as future projects develop.
Nina Marie Barbuto
Nina’s passion for art, new media, and social learning led her to found Assemble, a community space for arts + technology, in 2011. On her own, Nina works in a variety of media including architecture, film, sound, and installation, and often explores the idea of recycling noise into a system or elevating the vernacular to the spectacular. Nina holds degrees in architecture from Southern California Institute of Architecture and Carnegie Mellon University, where she is also adjunct faculty.
Juan Carlos Castro
Juan Carlos Castro (PhD) is Chair and Associate Professor of Art Education at Concordia University. He is Past Chair of the National Art Education Association Research Commission (2018-2020) and editor of the book: Mobile media in and outside of the art classroom: Attending to identity, spatiality, movement and materiality (2019).
Tomi Slotte Dufva
Tomi Slotte Dufva (Doctor of Art) works as a university lecturer at Aalto University, specialising in emerging practices within art education. Slotte Dufva artistic work focuses primarily on the intersections between art, technology and science. He is the co-founder of art & craft school Robotti, which combines technology and art. Slotte Dufva’s research revolves around the topics of post-digital art and art education, embodied digitality, art and tech, and societal, philosophical and cultural issues within AI and digitality.
Website - https://www.thispagehassomeissues.com
Robotti’s website - https://www.kasityokoulurobotti.fi
Aaron D. Knochel
Aaron D. Knochel is Associate Professor of Art Education and an affiliated faculty at the Art & Design Research Incubator (ADRI) at The Pennsylvania State University.His research focuses on art education, transdisciplinarity, and media studies. In 2020, he published a co-edited collection, with Christine Liao and Ryan Patton, titled Critical Digital Making in Art Education (Peter Lang). He has worked in a variety of visual arts learning spaces including schools, museums, and community arts programs both domestically and internationally. Generally, he tries to live up to his @artisteducator twitter bio: artist-teacher-visual culture researcher-digital media flaneur-novice hacker and pixel stacker.
Christine Liao
Christine Liao’s research focuses on inquiring about the intersection between digital technology, identity, and art education. Her research areas include identity and technology, STEAM education, performance inquiry, and media arts curriculum. She is the co-editor of Critical Digital Making in Art Education (published by Peter Lang). Christine holds a Ph.D. in Art Education and a minor in Science, Technology, and Society from Pennsylvania State University. She is the program coordinator and associate professor of the art education MAT program at the University of North Carolina Wilmington.
Marissa McClure Sweeny
As an artist, educator, and researcher, Marissa McClure Sweeny is interested in postdevelopmental theories of children's art, community-based art education, feminist new materialist theory, and curriculum inquiry and design. She is Assistant Chair of the Department of Art and Design, Associate Professor of Art Education and Women’s and Gender Studies Affiliate Faculty at Indiana University of Pennsylvania. She has been an early childhood art educator in rural and urban settings and in art museums throughout the United States.
Jennifer L. Motter
Jennifer L. Motter, Ph.D., is a new media arts educator at Forest Hills Junior-Senior High School in Sidman, PA. She serves as the Pennsylvania Art Education Association Region 6 Representative and Cambria-Somerset Public Arts Project, Bottle Works Power Street Barriers Mural Project Review Panel Member and Artist. Motter is Past President and K-12 Liaison of the National Art Education Association Women’s Caucus. Her doctoral research "Feminist Art Curriculum: Politicizing the Personal via Cyberpost Activism" involves socially-responsible and culturally-responsive art education. Using the empowerment potential of new media, Motter facilitates leadership opportunities for others in order to promote social justice.
Robert W. Sweeny
Bob has been researching the topic of digital technology in art educational practices for over two decades. He has written numerous peer reviewed papers, book chapters, and books: Inter/Actions/Inter/Sections: Art Education in a Digital Visual Culture (2011, NAEA Press), Dysfunction and Decentralization in New Media Art and Education (2015, Intellect Press), and Digital Visual Art Education (forthcoming, Peter Lang Publishers). The research involved in each of these texts has inspired him to conduct research with Art Education majors who are studying these developments and who are engaged in learning experiences at the secondary level.