Understanding the Message of the Medium: Media Technologies as an Aesthetic

  • Karen Ferneding
Part of the Springer International Handbook of Research in Arts Education book series (SIHE, volume 16)


Media Technology Electronic Medium Technological Society Cultural Sphere Visual Culture 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization. Minneapolis, MN: University of Minnesota Press.Google Scholar
  2. Apple, M. (1995). Education and power (2nd ed.). NewYork: Routledge.Google Scholar
  3. Ascott, R. (2000). Art, technology, consciousness: Mind@ large. Portland, OR: Intellect Books.Google Scholar
  4. Ascott, R. (2003). Telematic embrace. Berkeley, CA: University of California Press.Google Scholar
  5. Avgerinou, M., & Ericson, J. (1997). A review of the concept of visual literacy. British Journal of Educational Technology, 28, 280–291.Google Scholar
  6. Behrman, R. E. (Ed.). (2000). The future of children: Children and computer technology. Los Altos, CA: David and Lucile Packard Foundation.Google Scholar
  7. Bell, D. (1976). The cultural contradictions of capitalism. New York: Basic Books.Google Scholar
  8. Benjamin, W. (1968). The work of art in the age of mechanical reproduction. In H. Arendt (Ed.), Illuminations (H. Zohn, Trans.). (pp. 217–242). New York: Schocken Books.Google Scholar
  9. Bijvoet, M. (1997). Art as inquiry: Toward new collaborations between art, science and technology. New York: Peter Lang.Google Scholar
  10. Bowers, C. A. (1988). The cultural dimensions of educational computing: Understanding the non-neutrality of technology. New York: Teachers College Press.Google Scholar
  11. Bowers, C. A. (2000). Let them eat data: How computers affect education, cultural diversity, and the prospects of ecological sustainability. Athens, GA: University of Georgia Press.Google Scholar
  12. Bukatman, S. (1993). Terminal identity: The virtual subject in postmodern science fiction. Durham: Duke University Press.Google Scholar
  13. Calvert, S. (1998). Children’s journeys through the information age. New York: McGraw-Hill.Google Scholar
  14. Carey, J. (1989). Communication as culture. New York: Routledge.Google Scholar
  15. Castells, M. (2000). The rise of the network society, Volume I (2nd ed.). Malden, MA: Blackwell.Google Scholar
  16. Chapman, L. (2003). Studies in the mass arts. Studies in Art Education, 44 (3), 230–245.Google Scholar
  17. Cockburn, C. (1992). The circuit of technology, gender, identity and power. In R. Silverstone & E. Hirsh (Eds.), Consuming technologies (pp. 32–47). London: Routledge.Google Scholar
  18. Cutting Edge, The Woman’s Research Group (1999). Desire by design: Body territories and new technologies. New York: I. B. Tauris & Co.Google Scholar
  19. Davis, D. (1973). Art and the future: A history/prophecy of the collaboration between science, technology and art. New York: Prager.Google Scholar
  20. de Alba, A., Gonzalez-Baudiano, E., Lankshear, C., & Peters, M. (2000). Curriculum in the postmodern condition. New York: Peter Lang.Google Scholar
  21. DeBord, G. (1994). The society of the spectacle. New York: Zone Books.Google Scholar
  22. De Fleur, M., & Dennis, E. (1998). Understanding mass communication: A liberal arts perspective. Boston, MA: Houghton Miffin.Google Scholar
  23. de Kerckhove, D. (2001). The architecture of intelligence. Basel, Switzerland: Birkhauser.Google Scholar
  24. Duncum, P. (1997). Art education for new times. Studies in Art Education, 38, 69–79.Google Scholar
  25. Duncum, P. (2004). Visual culture isn’t just visual: Multiliteracy, multimodality and meaning. Studies in Art Education, 45 (3), 252–264.Google Scholar
  26. Efland, A., Freedman, K., & Stuhr, P. (1996). Postmodern art education: An approach to curriculum. Reston, VA: The National Art Education Association.Google Scholar
  27. Eisner, E. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.Google Scholar
  28. Ellul, J. (1964). The technological society. New York: Vintage Press.Google Scholar
  29. Evans, J., & Hall, S. (2002). Visual Culture: The reader. Thousand Oaks, CA: Sage.Google Scholar
  30. Feenberg, A. (1991). Critical theory of technology. New York: Oxford University Press.Google Scholar
  31. Ferneding, K. (2003). Questioning technology: Electronic technologies and educational reform. New York: Peter Lang.Google Scholar
  32. Fiske, J. (1989). Reading the popular. Boston, MA: Unwin Hyman.Google Scholar
  33. Foucault, M. (1980). Power/Knowledge: Selected interviews and other writings, 1972–1977. New York: Pantheon.Google Scholar
  34. Freedman, K. (1993). Aesthetics and the social production of computer graphics. In R. Muffoletto & N. Knupfer (Eds.), Computers in Education (pp. 197–206). Cresskill, New York: Hampton Press.Google Scholar
  35. Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics and the social life of art. New York: Teachers College Press.Google Scholar
  36. Freedman, K., & Hernandez, F. (1998). Curriculum, culture and art education: Comparative perspectives. New York: SUNY Press.Google Scholar
  37. Freedman, K., & Relan, A. (1992). The use of applications software in school: Paint system image development processes as a mode for situated learning. Journal of Research on Computing in Education, 23 (1), 101–103.Google Scholar
  38. Freedman, K., & Schuler, K. (2002). Please stand by for this important message: Television for art education. Visual Arts Research, 28 (2), 16–26.Google Scholar
  39. Gadamer, H. G. (1982). Reason in the age of science. Cambridge, MA: MIT Press.Google Scholar
  40. Gergen, K. (1991). The saturated self: Dilemmas of identity in contemporary life. New York: Basic Books.Google Scholar
  41. Gergen, K. (1996). Technology and the self: From the essential to the sublime. In D. Grodin & T. Lindlof (Eds.), Constructing the self in a mediated age (pp. 127–140). Beverly Hills, CA: Sage.Google Scholar
  42. Gibson, W. (1984). Neuromancer. New York: Ace Books.Google Scholar
  43. Goodman, J. (1995). Change without difference: School restructuring in historical perspective. Harvard Educational Review, 65 (1), 1–29.Google Scholar
  44. Gorz, A. (1989). Critique of economic reason. New York: Verso.Google Scholar
  45. Habermas, J. (1989). Technology and science as “ideology.” In S. Seidman (Ed.), Jurgen Habermas on society and politics: A reader (pp. 237–265). Boston, MA: Beacon Press.Google Scholar
  46. Hansen, M. (2003). Embodying technesis: Technology beyond writing. University of Michigan Press.Google Scholar
  47. Haraway, D. (1991). A manifesto for cyborgs: Technology and social feminism for the 1980’s. In Simians, cyborgs, and women: The reinvention of Nature. London: Free Association Press.Google Scholar
  48. Harvey, D. (1994). The condition of postmodernity. Cambridge, MA: Blackwell.Google Scholar
  49. Havelock, E. (1982). The literate revolution in Greece and its cultural consequences. Princeton, NJ: Princeton University Press.Google Scholar
  50. Healy, J. (1990). Endangered minds: Why children don’t think and what we can do about it. New York: Touchstone.Google Scholar
  51. Healy, J. (1998). Failure to connect: How computers affect our children’s minds – for better and worse. New York: Simon & Schuster.Google Scholar
  52. Heidegger, M. (1977). The question concerning technology. In D. Krell (Ed.), Martin Heidegger: Basic Writings (pp. 307–342). New York: Harper & Row.Google Scholar
  53. Hobbs, R. (2004). A review of school-based initiatives in media literacy education. American Behavioral Scientist, 48 (1), 48–59.Google Scholar
  54. Ihde, D. (1979). Techniques and science. Boston, MA: Reidel Publishing Co.Google Scholar
  55. Innis, H. (1951). The bias of communication. Toronto: University of Toronto Press.Google Scholar
  56. Innis, H. (1952). Changing concepts of time. Toronto: University of Toronto Press.Google Scholar
  57. Jacobus, M., Shuttleworth, S., & Fox Kellner, E. (Eds.). (1990). Body/Politics: Women and the discourses of science. London: Routledge.Google Scholar
  58. Jameson, F. (1991/2003). Postmodernism: or, the cultural logic of late capitalism. Durham: Duke University Press.Google Scholar
  59. Jhally, S. (1990). The codes of advertising: Fetishism and the political economy of meaning in the consumer society. New York: Routledge.Google Scholar
  60. Joy, B. (2000). Why the future does not need us. Wired Magazine. Retrieved April 2, 2005 from:
  61. Kroker, A. (1984). Technology and the Canadian mind: Innis/McLuhan/Grant. New York: St. Martin’s Press.Google Scholar
  62. Kroker, A. (1997). Digital humanism: The processed world of Marshall McLuhan. In A. Kroker & M. Kroker (Eds.), Digital delirium (pp. 89–113). New York: St. Martin’s Press.Google Scholar
  63. Kroker, A., & Kroker, M. (Eds.). (1987). Body invaders: Panic sex in America. New York: St. Martin’s Press.Google Scholar
  64. Kurzweil, R. (1999). The age of the spiritual machines: When computers exceed human intelligence. New York: Viking.Google Scholar
  65. Latham, R. (2002). Consuming youth: Vampires, cyborgs, and the culture of consumption. Chicago, IL: University of Chicago Press.Google Scholar
  66. Lefebvre, H. (1996). The social production of space. Oxford: Blackwell.Google Scholar
  67. Liu, A. (2004). The laws of cool: Knowledge work and the culture of information. Chicago, IL: University of Chicago Press.Google Scholar
  68. Lovejoy, M. (2004). Digital currents: Art in the electronic age. New York: Routledge.Google Scholar
  69. Lunenfeld, P. (2000). Snap to grid: A user’s guide to digital arts, media, an cultures. Cambridge, MA: MIT Press.Google Scholar
  70. Lykke, N., & Braidotti, R. (Eds.). (1996). Between monsters, goddesses and cyborgs: Feminist confrontations with science, medicine and cyberspace. London: Zen Books.Google Scholar
  71. Lyotard, J. (1984). The postmodern condition. Minneapolis, MN: University of Minnesota Press.Google Scholar
  72. Macdonald, J. B. (1995). Theory as a prayerful act. New York: Peter Lang.Google Scholar
  73. Marcuse, H. (1964). One dimensional man. Boston, MA: Beacon Books.Google Scholar
  74. Massey, D. (1994). Space, place and gender. Cambridge: Polity Press.Google Scholar
  75. McLaren, P. (1995). Critical pedagogy and predatory culture. New York: Routledge.Google Scholar
  76. McLuhan, M. (1964). Understanding media: The extensions of man. New York: McGraw-Hill.Google Scholar
  77. Merchant, C. (1980). The death of Nature: Women, ecology, and the scientific revolution. New York: Harper & Row.Google Scholar
  78. Mestrovic, S. (1997). The postemotional society. Thousand Oaks, CA: Sage.Google Scholar
  79. Moravec, H. (1988). Mind children: The future of robot and human intelligence. Cambridge, MA: Harvard University Press.Google Scholar
  80. Noble, D. (1997). The religion of technology: The divinity of man and the spirit of invention. New York: Knopf.Google Scholar
  81. Nunan, T. (1983). Countering educational design. New York: Nicols Publishing.Google Scholar
  82. O’Brien, T. (2002). Kill your television? Arts Education Policy Review, 104 (2), 37–39.Google Scholar
  83. Ong, W. (1982). Orality and literacy: The technologizing of the word. New York: Metheun.Google Scholar
  84. Peters, M. (1996). Poststructuralism, politics and education. Wesport, CT: Bergin & Garvey.Google Scholar
  85. Pipher, M. (1985). Hunger pains: The American woman’s tragic quest for thinness. Lincoln, NE: Barking Gator Press.Google Scholar
  86. Pipher, M. (1994). Reviving Ophelia: Saving the selves of adolescent girls. New York: Ballentine Books.Google Scholar
  87. Popkewitz, T., & Shutkin, D. (1993). Social science, social movements and the production of educational technology in the U.S. In R. Muffoletto & Nelson Knupfer (Eds.), Computers in Education (pp. 11–36). Cresskill, NJ: Hampton.Google Scholar
  88. Poster, M. (1990). The mode of information. Chicago: University of Illinois Press.Google Scholar
  89. Postman, N. (1985). Amusing ourselves to death. New York: Penguin.Google Scholar
  90. Postman, N. (1993). Technopoly: The surrender of culture to technology. New York: Vintage Books.Google Scholar
  91. Riesman, D. (1950/1969). The lonely crowd. New Haven, CT: Yale University Press.Google Scholar
  92. Ritzer, G. (1992). The McDonaldization of society. London: Sage.Google Scholar
  93. Rule, J. (2002). From mass society to perpetual contact: Models of communication technologies in social context. In J. Katz & M. Aakhus (Eds.), Perpetual contact: Mobile communication, private talk, public performance (pp. 242–254). New York: Cambridge University Press.Google Scholar
  94. Scheffler, I. (1990). Computers at school? In V. A. Howard (Ed.), Varieties of thinking: Essays from Harvard’s philosophy of education research center (pp. 93–109). New York: Routledge.Google Scholar
  95. Schreiber, R. (1998). New! Newer! Newest!: Teaching new media. New Art Examiner, 25, 30–33.Google Scholar
  96. Smith, R. A. (2005). Aesthetic education: Questions and issues. Arts Education Policy Review, 106 (3), 19–32.Google Scholar
  97. Sofia, Z. (1998). The mythic machine: Gendered irrationalities and computer culture. In Hank Bromley & Michael Apple (Eds.), Education/technology/power. New York: SUNY Press.Google Scholar
  98. Stivers, R. (1999). Technology as magic: The triumph of the irrational. New York: Continnum.Google Scholar
  99. Stone, A. R. (1995). The war of desire and technology at the close of the mechanical age. Cambridge, MA: MIT Press.Google Scholar
  100. Streibel, M. J. (1986/1994). A critical analysis of the use of computers in education. In D. Hlynka & J. C. Belland (Eds.), Paradigms regained: The uses of illuminative, Semiotic and Post-modern criticism as modes of inquiry in educational technology (pp. 283–334). Englewood Cliffs, NJ: Educational Technology Publications. (Reprinted from Educational Communications and Technology, 34 (3), 1986).Google Scholar
  101. Subrahmanyam, K., & Greenfield, P. (1994). Effect of video game practice on spatial skills in girls and boys. Special issue: Effects of interactive entertainment technologies on development. Journal of Applied Developmental Psychology, 15, 13–32.Google Scholar
  102. Subrahmanyam, K., Kraut, R. Greenfield, P., & Gross, E. (2000). The impact of home computer use on children’s activities and development. In R. E. Behrman (Ed.), The Future of Children: Children and Computer Technology (pp. 123–144). Los Altos, CA: The David and Lucile Packard Foundation.Google Scholar
  103. Sweeny, R. (2004). Lines of sight in the “Network Society”: Simulation, art education and a digital visual culture. Studies in Art Education, 46 (1), 74–87.Google Scholar
  104. Talbott, S. L. (1995). The future does not compute: Transcending the machines in our midst. Sebastopol, CA: O’Reilly & Associates.Google Scholar
  105. Taylor, P. (2004). Hyperaesthetics: Making sense of our technological mediated world. Studies in Art Education, 45 (4), 328–342.Google Scholar
  106. Turkle, S. (1984). The second self: Computers and the human spirit. New York: Simon & Schuster.Google Scholar
  107. Turkle, S. (1995). Life on the screen: Identity in the age of the Internet. New York: Simon & Schuster.Google Scholar
  108. Turkle, S. (1997). Seeing through computers: Education in a culture of simulation. The American Prospect, 31, 76–82.Google Scholar
  109. Turow, J. (1997). Media systems in society: Understanding industries, strategies and power. New York: Longman.Google Scholar
  110. Tyner, K. (2003). Beyond boxes and wires: Literacy in transition. Television and New Media, 4 (4), 371–388.Google Scholar
  111. Van Camp, J. (2004). Visual culture and aesthetics: Everything old is new again. … Or is it? Arts Education Policy Review, 106 (1), 33–37.Google Scholar
  112. Virilio, P. (1988). War and cinema: The logics of perception. New York: Verso.Google Scholar
  113. Wajcman, J. (1991). Feminism confronts technology. University Park, PA: Pennsylvania State University.Google Scholar
  114. Wartella, E., & Jennings, N. (2000). Children and computers: New technology-old concerns. In R. E. Behrman (Ed.), The Future of children: Children and computer technology (pp. 31–43). Los Altos, CA: The David & Lucile Packard Foundation.Google Scholar
  115. Wartella, E., & Reeves, B. (1985). Historical trends in research on children and the media: 1900–1960. Journal of Communication, 35, 118–133.Google Scholar
  116. Wilson, M. (2005). How shall we speak about art and technology? Crossings: Journal of Art and Technology, 1 (1). Retrieved March, 2005,
  117. Winner, L. (1986). The whale and the reactor. Chicago, IL: University of Chicago Press.Google Scholar
  118. Winner, L. (1992). Autonomous technology. Cambridge, MA: MIT Press.Google Scholar

New Perspectives in Art Education and New Technologies in Spanish-Speaking Countries

  1. Álvarez, D. (2000). Educación Artística On Line [Art Education Online]. In R. Juanola & J. M. Barragán (Eds.), Educación Artística: Plásticay Visual. Guías Praxis para el profesorado de ESO [Art Education: Plastic and Visual. Guidelines for secondary teachers] (pp. 106/57–106/101). Barcelona: CISS-Praxis.Google Scholar
  2. Araño, J. C. (2002). Cibermodernidad o la Educación Artística del Pokemon [Cybermodernism or Art Education in Pokemon Age]. In M. Hernández Belver et al. (Eds.), Arte, Infancia y Creatividad [Art, Childhood and Creativity] (pp. 187–194). Madrid: Universidad Complutense.Google Scholar

Copyright information

© Springer 2007

Authors and Affiliations

  • Karen Ferneding
    • 1
  1. 1.University of IllinoisUrbana-ChampaignU.S.A.

Personalised recommendations