Hyperaesthetics, Art, and Art Education in a Technomediated World

P.G. Taylor (USA)


Hyperaesthetics, hypertext, art, education, technomediation,


An exploration of the ways that technology increasingly alters our understanding of self and the world in which we live points to the unfolding of what computer theorist Peter Lunenfeld (2000) calls a hyperaesthetics. In this article, the author correlates theories of art and artmaking with burgeoning real time aesthetics through theoretical comparison and interpretational modes of critical inquiry. Traditional artistic strategies such as perspective, multiple representations, and media transparency reveal connections with—and therefore ways of understanding—such contemporary technological conditions as transparent hypermediacy, multiplicity, erasure, and networked identity. Using case studies from a university Art Appreciation course, the author attempts to launch a quest for a hyperaesthetics theory. This process of examining practice yet to be played, language still unspoken and unread, and theory as yet ungrounded, serves to both initiate and challenge a new discussion concerning the place of art education within a technomediated world.

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