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Revisiting Art's Education The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-07-26 Dennis Atkinson, John Baldacchino
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Issue Information The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-07-26
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Trying to Undo the Colonialities of Arts Education: The Construction of a Workbook as Curriculum‐(Un)Making The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-07-03 Cat Martins, Samuel Guimarães
This text aims to revisit a practice developed in a course on art education within the Ph.D. programme in Arts Education at the Faculty of Fine Arts, University of Porto. We approached this space through the construction of a workbook that was practised during classes. The exercises aimed to reflect on the positionality we occupy and on art education as a field of practice/research built on several
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Issue Information The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-05-08
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New Learning Environments in Design and Craft Education – Acknowledging the Learning of Design Literacy The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-03-20 Hanna Hofverberg
The aim of this paper is to contribute to the concept of design literacy by exploring what it means to learn design literacy through making. To support my argumentation, I draw on a case study where I followed two student teachers of design and craft as they learned design literacy through woodworking. Due to Covid‐19, the learning environment was located at the students' homes rather than the design
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Preparing Future Designers for their Role in Co‐Design: Student Insights on Learning Co‐Design The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-03-19 Melis Örnekoğlu‐Selçuk, Marina Emmanouil, Deniz Hasirci, Marianthi Grizioti, Lieva Van Langenhove
The state‐of‐the‐art literature indicates an increasing need for co‐design education as it is imperative to equip future designers with the co‐designing mindset. This derives from the significance of involving ‘people with lived experience’ in co‐design processes to better meet their needs. However, the traditional design education system seems to include mostly individual designing skills, causing
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Kurt Rowland's Visual Education: A Quiet Force in Post‐War Art Pedagogy The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-03-06 Donna Goodwin, P. Bruce Uhrmacher
This paper introduces the life and work of art educator and designer Kurt Rowland (1920–1980) who authored the first set of textbooks on visual education and played a role in the shifting world of art and design education in post‐war Britian. We detail the foundational experiences of his extraordinary life in the first half of the 20th century including surviving the Spanish Civil War and La Retirada
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Upcycling Classics—Sustainable Design Development through Fabric Manipulation Techniques in Fashion Design Education The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-03-05 Angela Burns
As the sustainable fashion movement gains momentum, there is a growing need to introduce such concepts to the next generation of fashion designer. One approach to produce sustainable designs is upcycling, defined as the salvage and reuse of discarded or found items into new products. This study examines a pedagogical approach for engaging 2nd year undergraduate textile and fashion design students in
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Eliciting Empathy Embedded in Design Conversations: Empathic Perspective‐Taking of Design Teachers Towards Design Students, Users and Materials The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-03-05 Pelin Efilti, Koray Gelmez
This paper aims to interrogate the design studio conversations between teachers and students in order to explore the indicators regarding empathy. To investigate design conversations occurring between design teachers and design students, participant observation studies were conducted at two universities in Finland and Turkey. As an empathic indicator, we addressed (1) how design teachers take the perspective
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Enabling Students' Wellbeing in Distance Design Education The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-03-05 Nicole Lotz, Muriel Sippel
Understanding changes to student wellbeing on design modules in a distance higher education setting is difficult. Previous research suggested that environmental, study and skills‐related barriers impact the wellbeing of learners at a distance. This study sought to understand the experiences of barriers and what enabled distance design students’ wellbeing. It identifies avenues to balance tensions between
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Issue Information The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-02-20
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The Potential of Visual Arts Education: Strengthening Pre-Service Primary Teachers’ Cultural Identity The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-02-02 Veronica Garcia-Lazo, Valentina Donoso, Kata Springinzeisz, Rolando Jeldres
This article reports on research focused on a visual arts education course offered during a primary teacher training in Chile. It was driven by the increasing cultural diversity in Chilean schools, the potential of art education to respond to this context and the limited space that this field has in the national curriculum, an issue that is replicated in most teachers’ training programmes. Intercultural
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Out-of-School Activities in Architectural Education: MUISCARCH International Architecture Students Congress The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-01-29 Emel Cantürk Akyildiz, Yekta Özgüven
This research aims to question the effect of adopting non-formal and informal learning environments into architectural education on the overall learning experiences of architecture students. In this context, a series of out-of-school activities organised within the scope of Maltepe University, Faculty of Architecture and Design, which are based on a variety of different non-formal and informal learning
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Epistemologies and Aesthetics of Curriculum, Pedagogical Praxis and Assessment in the Visual Arts: A Comparative Analysis of the International Baccalaureate Diploma Programme and the New South Wales Stage 6 Visual Arts Syllabus The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-01-31 Fiona Blaikie, Karen Maras
We compare epistemologies and aesthetics in the International Baccalaureate Diploma Programme and the Australian New South Wales Stage 6 Visual Arts Syllabus, focusing on curriculum content, pedagogical praxis, and assessment strategies. Both curricula feature making, reflexivity, and critique. International Baccalaureate components are Exhibition, the Process Portfolio, and the Comparative Study.
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Acknowledging Identity and Intersectionality—A Transformative Framework for Design Education Futures The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-01-29 Nicola St John, Fanny Suhendra
Design education in Australia is still largely dominated by Westphalian perspectives, values, histories and ways of learning. The focus on Euro-western aesthetics, technologies, timelines and processes marginalises other identities, cultures and places. This signals to students that they should internalise, value and master dominant narratives, knowledges and ways of designing. Responding to this legacy
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Exploring Visiting Artists' Dual Roles and Constraints in Art Educational Programmes The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-01-29 Chang Xu
This article investigated the multifaceted role of artists in educational programmes, focusing on the challenges they face while balancing their identity as artist-teacher, artist teacher, artist-educator, and artist educator. This research was conducted in two phases. Phase one interrogated the effectiveness of artists taking on dual roles as both artists and educators/teachers within international
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Sensorial Contemporary Arts, Mindfulness and Play for Children's Post-Pandemic Recovery – Qualitative Evaluation of The Children's Sensorium The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-01-29 Tamara Borovica, Grace McQuilten, Renata Kokanović, Larissa Hjorth, Angela Clarke, Camilla Maling, N'arweet Carolyn Briggs
‘The Children's Sensorium – art, play and mindfulness for post-pandemic recovery’ was an exhibition that brought together sensory-based art installations featuring First Nations Connection to Country with mindfulness and embodiment strategies to enhance well-being for children (ages 4–11). As the COVID-19 pandemic slowly moves from the centre of public attention, we are starting to gauge the impact
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What if Walter Gropius were a Woman: Alternative Design History Teaching Experiment The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-01-29 Li Zhang, Yujia Liu, Youtian Wu
As one of the most literary and transdisciplinary cultural practices, speculative design has become one of the best mediums for discussing emerging technologies, the Anthropocene and the ecological crisis. When design history is merely perceived as established knowledge about the past and fails to engage in dialogue with reality or individual interaction, it often struggles to inspire students' agency
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Between Real and Phantasy: Encouraging Creativity in the First Year Architectural Education Through Fairy Tales The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-01-23 Lerzan Aras
The first year architectural education is based on understanding the nature of creativity in design thinking, which serves to build a solid base for a real design process; and in studios several methods are used to develop it. This study aims to discuss how using fairy tales can serve as a tool for encouraging creativity in first year design studios. It is based on a 6-week-long basic design II summer
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Teacher's Views of Art Education in Primary Schools in Scotland The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-11-10 Anna Robb
The majority of art education research in the United Kingdom originates from England; however, the devolved nations each have responsibility for education resulting in four different curricula working concurrently across Great Britain. It can be argued that in comparison to England, art and design education research in Scotland is an under-researched area though one that is increasingly garnering interest
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Make First: Exploring Methods to Deliver Anti-Racist and Anti-Ableist Craft Learning The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-11-12 Zoe Dennington, Rebecca Goozee
In 2021 the Crafts Council launched its national education programme, Craft School, alongside the pedagogical framework Make First. Both Craft School and Make First were a culmination of decades of learning, experience, and research from staff at the Crafts Council and are underpinned by anti-racist and anti-ableist learning methodologies. Through this we hoped to work towards methodologies for equal
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Notes towards a pedagogy of be-longing: Rewilding art and design education The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-10-18 Si Poole
This article reflects on 4 years of research activities in the fields of horticulture and creative praxis. The initial project was a personal one and set out with a simple methodology of collecting, observing, and recording a specific genus of plants, that of Mentha. But as the specific question of whether a garden can, or should, be thought of as a work of art was raised it developed into an interactive
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Brief Remarks on the Strategic Experimentation of Belonging and the Instauring of Cosmicities in the Context of Art Education The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-10-17 Dennis Atkinson
This article considers the notion of belonging as an always incomplete and evolving journey integral to which is the gift of otherness; a journey that consists of a continuous mutation of self, others and world. This contrasts with the more fixed notion of ‘belonging-to’ that suggests prescribed identities affiliated to an established order, which can then invoke the negation of ‘not belonging’ and
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Opening Up Opportunities: Trainee Teachers Experiences of Teaching Pupils with Visual Impairment The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-10-13 Harriet Dunn
Postgraduate Certificate in Education (PGCE) secondary art and design trainees facilitated an art education project for pupils at a specialist school for visual impairment (VI) in the Northwest of England. This paper focuses on the ways in which the art education project was designed to better prepare PGCE trainees for working with pupils with VI. There is an exploration of a series of reflections
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Friction and Failure in the Secondary Art Classroom: Cultivating Decolonial Transformative Pedagogies of Hope The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-10-13 Clare Stanhope
This article explores how the colonisation of womens bodies, as perpetuated through the art trope of the female nude, has constructed a specific bodily ideal that still resonates and informs how we view women's bodies in contemporary life. I address how the same narratives that restrict our understanding of the female body, also restrict our understanding of drawing. I share part of my PhD practice
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Professionalism and Artist–Teachers in Adult Community Learning in the UK The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-09-22 Abbie Cairns
The professionalism of artists and further education (FE) teachers is often questioned. This research will evaluate the impact this has on artist–teachers working in FE. Schön defines a professional as an individual who works in a highly specialized occupation. This article examines how this applies to artists and FE teachers, with reference to historical and contemporary cross-disciplinary research
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Decolonising Art and Design Education through Standpoint Theory, Embodied Learning and Deep Listening The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-09-18 Belinda MacGill
Understanding and advancing pluralist worldviews through education is a tenet of decolonisation. This paper explores the importance of a decolonial pedagogical framework in visual art and design education by disrupting epistemic injustice through employing creative body-based learning (CBL). This approach focuses on relationality and inter-subjectivity through embodied strategies that create encounters
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The Influence of Humanities on Art and Design Learning Performance: An Empirical Study The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-09-16 Qizhang Sun, Zhaolin Lu, Xipei Ren
Theoretical studies and perspectives have argued that humanities positively influence art and design learning performance, yet little study has tested this argument empirically. Further than testing the impact of humanities on art and design learning performance, the present study explores how humanities influence art and design learning performance. The present study investigates the influence of
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Benefits of Volunteerism: From Extracurricular to Service Learning and Beyond The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-09-12 Barbara Young
Faculty continue to support extracurricular activities, co-curricular activities and service learning for the long-term student's benefits that outweigh obstacles present in community engagement. This case study describes relationship building between a community partner and an interior design programme through extra- and co-curricular activities which led to more robust projects for service learning
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Making Art Explicit: Knowledge, Reason and Art History in the Art and Design Curriculum The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-09-12 Neil Walton
Different and competing conceptions of knowledge have recently been the focus of debate in education, especially art education. The cognitive science conception of knowledge as information processing and storage in long-term memory is especially prominent in educational policy. By contrast, within writing that is directly about art education, discussion of knowledge has often been framed in negative
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A Green Manifesto for Art, Craft and Design Education The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-09-12 Emese Hall
In the challenging – and frightening – times in which we now live, education is seen as playing a key role in making change for the better. However, the Department for Education's (2022) strategy on education for sustainability and climate change, applicable to schools in England, is lacking in many areas and fails to address students’, teachers’, and teacher educators’ priorities. Crucially, the environment
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Adapting the Flipped Classroom Model to a Design Course in Online Learning Environments: A Case Study The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-09-07 Omer Kocak
This study aimed to investigate the views of students enrolled on a desktop publishing course of the flipped classroom model adapted to a design course conducted in an online learning environment. The model was implemented over one semester, and at the end, semi-structured interviews were conducted with 65 volunteer students. Content analysis was used to analyse the students' views. It was determined
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A Reflection on Dialogic Diving Boards and Decolonising School Art: The African Mask Project The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-09-07 Will Grant, Malcolm Richards, Ros Steward, Jamie Whelan
In this paper, four colleagues working in teacher education reflect on a conversation. The conversation in question was a tangible discussion documented through frequent and purposeful email exchange, exploring traditionalist school art curricula through reference to lived experience, academic theory, and professional anecdote. The primary objective of this dialogic self-enquiry was informal critical
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Inclusive Signs: A Teaching and Learning Toolkit to Generate Inclusive Meta-Design Concepts The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-09-04 Emilio Rossi
The value introduced by informed teaching practices on Design for Social Inclusion is becoming widely accepted by many Design programmes worldwide, though students frequently struggle to propose novel concepts and design ideas from which to develop inclusive solutions. Both teachers and students often employ stereotyped concepts that ultimately lead them to propose ‘disabling solutions’. This inevitably
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Design for Narrative Change. A Pedagogical Model for Interactive Digital Narratives The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-07-16 Ilaria Mariani, Mariana Ciancia
Narratives mirror shared interpretations of the world. Still, dominant narratives prevail, pushing non-hegemonic narratives in the corner. A change in the creation, interaction and distribution of narratives can support the design of counter-narratives able to feed social change. Interactive Digital Narrative (IDN) can be considered an emerging experimental context in which designers, researchers and
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The Unique Qualities of Junior Cycle Visual Art Education in Ireland The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-07-14 Avril Buttle, Isobelle Mullaney
The aim of this paper is to ascertain the main subject qualities in Junior Cycle (JC) Visual Art (VA) in The Republic of Ireland, and whether these qualities are unique to the subject. The context of JC VA education is outlined through the exploration of its values, aims and objectives as well as investigating the subject's unique qualities. A mixed methods research approach was used to analyse three
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Research Subjects, Participants or Co-researchers? Extending the Involvement of Students in Art and Design Research The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-07-13 Liam Maloy, Pat Thomson
Art education has a range of purposes. Art is said to support students to explore, interpret, ask critical questions, communicate and realise ideas, experiment, take risks, collaborate, tell stories and/or engage in social and political actions. In this paper, we consider whether educational researchers have the same capacious view of students’ potential and capacities for involvement. We bring the
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‘Who Thinks this Teaspoon Is Art?’ A Discourse Analysis of Elementary School Students' Negotiation of Meaning During Art Museum Visits The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-07-13 Sylvia Ya-Hsuan Yang, Stephanie Sanders-Smith
This intrinsic case study examines art museum learning of elementary school students during a week-long visit at the Mackenzie Art Museum. Museums are informative institutions that provide opportunities for visitors to engage with self, others, and society. It is a unique place for visitors to learn beyond classroom settings. This project aims to analyse the discourse around art and understand how
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Visualising COVID-19: Implications for Design Education The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-06-28 Fiona Chatteur, Mieke Leppens
This paper reports on the findings of a visual text analysis of selected infographics and data visualisations used in news websites during the COVID-19 pandemic in Sydney, Australia. Infographics and data visualisations used in news website articles disseminated and communicated local and national information to the public about the COVID-19 pandemic and related social implications. For the first time
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Lifting Stress from the Day: A Women's Well-Being Online Community Art Project The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-06-02 Suzy Tutchell
This article tells the story of a university community engagement project that began in the late spring of 2020 when the world went into lockdown. Increased concern over women's welfare and well-being was brought into question in relation to those who are vulnerable with complex needs and had suffered societal-induced hardships. In conjunction with an innovative women's community project, this study
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Assessment for Learning of Design Teamwork Skills The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-05-29 Virginie Tessier, Mathilde Carbonneau-Loiselle
This article seeks to contribute to the reflection around the training of future designers regarding teamwork. Collaboration, teamwork and negotiations are common everyday interactions that are now known to contribute positively to the design process. This article builds on a theoretical model that was initially proposed as a Ph.D. thesis contribution: the zone of proximal development for learning
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Conceptualising Intergenerational Lived Experience: Integrating Art–Moving–Well-Being across Disciplines, Communities and Cultures The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-05-29 Megan Adams, Geraldine Burke, Nikki Browne, Karan Kent, Kylie Colemane, Laura Alfrey, Aislinn Lalor, Keith Hill
Art and movement are motivating forces in, through, and beyond education. As populations age, there is an increasing need to support physical and social well-being. Yet, since the onset of the COVID-19 pandemic, there has been a reported exponential increase in feelings of loneliness across generations. Complex challenges require trans-disciplinary solutions, and this paper represents a joint effort
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Understanding Co-Design Practice as a Process of “Welldoing” The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-05-29 Aaron Davis, Michelle Tuckey, Ian Gwilt, Niki Wallace
Co-design and other associated design approaches often deploy creative and making approaches in facilitating collaborative practices. In a therapeutic setting, engagement in creative and making activities have been associated with improvements in people's well-being, yet when deploying these as part of co-design practices, these outcomes are often overlooked. This paper presents the results from a
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"The Council," Artist Adelita Husni-Bey and Young Adults Envision the Future Museum The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-05-24 Eunji J. Lee
Artmaking, when used as a form of pedagogy and approached in a socially-conscious manner, has the potential to promote agency and create a democratic learning environment for students. This study examines one such project, "The Council," created by artist Adelita Husni-Bey in collaboration with former Teen Program attendees of the Museum of Modern Art. The Council is a collection of large-scale photographs
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Destroy All Humans: The Dematerialisation of the Designer in an Age of Automation and its Impact on Graphic Design—A Literature Review The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-05-24 Benjamin Matthews, Barrie Shannon, Mark Roxburgh
Digital automation is on the rise in a diverse range of industries. The technologies employed here often make use of artificial intelligence (AI) and its common form, machine learning (ML) to augment or replace the work completed by human agents. The recent emergence of a variety of design automation platforms inspired the authors to undertake a review of the research literature on the impact of Automation
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Students in the Forest: The Role of Design-Build Pedagogies in Repairing Material Disconnections in Architecture Education The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-05-15 James Benedict Brown, Francesco Camilli
This article explores an intellectual disconnection in architectural education about the conception of wood as a building material. It explores initiatives to develop in future architects a deeper consciousness of the complex ecology of timber, promoting its sustainable use in the building industry. It explores six case studies drawn from architectural education to explore the ways in which the properties
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Persona Design: Representativeness and Empathy through Cultural Integration The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-05-14 Neal Dreamson, Joohwan Rhee, Jungseok Han, Minjoo Lee, Yunjoo Ro
Persona design aims to increase students’ ability to understand their target users and address their needs. Yet, there is a lack of conceptual frameworks that help students systematically conceptualise user needs, specifically the two key requirements of persona design: representativeness and empathy. In this study, we find an alternative method using cultural dimensions to ensure that students conceptualise
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Learning Approaches in the Architectural Education and the Role of Students’ Habitus: Case Study Pakistan The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-05-14 Mamuna Iqbal, Usman Awan, Salman Asghar
This study seeks to explore the impact of social upbringing on architectural learning. The theory of “habitus” helps to understand how students’ personality dispositions might affect the way they approach learning in the “field” of architectural education. The notions of learning approaches and knowledge codes in literature are used to develop a framework for the study that helps to explore the field
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Engaging Students with Art-Based S-R-C (Sense of Belonging, Resistance, and Coalition Building) Strategies for Anti-Racism The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-02-05 Ryan Shin, Maria Lim, Kevin Hsieh
In this article, we discuss our struggles and efforts to respond to Asian American and Pacific Islander (AAPI) hate crimes and anti-Asian racism, as well as explore ways to address the issues of anti-Asian racism, violence, myths, and stereotypes in the art classroom. We researched and learned from contemporary Asian American artists, attended anti-racism virtual talks, and examined various anti-racism
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Integrating Creative Thinking Skills Pedagogies into a Higher Education Visual Arts Course The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-01-31 Cheung On Tam
Although there has been increasing international emphasis on creativity in education, many creativity training programmes have focused on enhancing students' creative thinking skills with few studies on how these skills can be integrated into the teaching of subject disciplines. As a member of a Community of Practice project that ran from spring 2021 to summer 2022 at my university, I worked with ten
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Metaverse-Based Learning Through Children's School Space Design The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-01-20 Neal Dreamson, Gayoung Park
Metaverse is understood with technological terms such as augmented reality, lifelogging, mirrored worlds, and virtual worlds, and using a metaverse platform is considered an emerging form of learning. Yet, its pedagogical features, such as self-learning, collaborative learning, and learning-by-doing, are identical to those of online learning. In this study, we argue that metaverse-based learning refers
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The Online Studio: Cultures, Perceptions and Questions for the Future The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-01-20 Ainslie Murray, Jonathan Fox, Joshua Sleight, Philip Oldfield
We investigated the impact of the transition to online architectural design studios in response to the COVID-19 pandemic at the University of New South Wales in Sydney, Australia. The study focussed specifically on student and tutor perceptions of online design studio before the sudden transition to online delivery, and how those perceptions shifted through the initial months of online delivery. We
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Hands-on Digital Design Course during the Pandemic: Moulding Design for Fabricating Small Objects The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-01-19 Gizem Özerol Özman, Semra Arslan Selçuk
Due to the pandemic conditions, hands-on courses in architectural education were conducted remotely and their presentation had to be reconsidered. Hands-on courses, by their nature, support learning and learner-instructor interaction in the classroom environment. It was necessary to develop innovative solutions to ensure this interaction in virtual classrooms. This study discusses a method we experienced
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Learning with the Natural Environment: How Walking with Nature Can Actively Shape Creativity and Contribute to Holistic Learning The International Journal of Art & Design Education (IF 1.1) Pub Date : 2023-01-10 Maarit Mäkelä, Bilge Merve Aktaş
Learning takes place in various spaces through human and nonhuman interactions. Considering the urgent need for rethinking how humans relate to nature, in this article we present a MA level course in the context of art, craft and design to discuss how learning with the natural environment approach can impact learning experiences. We introduce walking with nature as a creative method that fosters students’
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Relaxing Design Students’ Sketch Inhibition: Experiences with Theoretical Grounding and Impermanent Media The International Journal of Art & Design Education (IF 1.1) Pub Date : 2022-12-30 Elke Altenburger, Isabella Falche, Haley Gwin
This article reports about a study developed to understand the effectiveness of instructional strategies to manage sketch inhibition in design students through studio-based pedagogy. Sketch inhibition among students and recent graduates of design programs is a prominent aspect of the prevailing digitization of the design industry and education. While traditional and digital media are ideally complementary
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Developing Empathy Through Design Thinking in Elementary Art Education The International Journal of Art & Design Education (IF 1.1) Pub Date : 2022-12-27 Jane Montero
Past research has suggested incorporating design thinking in upper elementary art education helps students develop what are known as the Four Cs: collaboration, communication, creativity, and critical thinking. As an instructional strategy, design thinking focuses on empathy first and provides a structure for students to work through real-world, complex problems in small groups. This exploratory qualitative
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Erratum The International Journal of Art & Design Education (IF 1.1) Pub Date : 2022-12-18
Correction to: (Re)Considering Pedagogy – Entangled Ontology in a Complex Age: Abstraction Pedagogy and the Critical Pedagogical Importance of Art Education for Other Discipline Areas In Barritt et al. (2021), the authors Stephen Thompson and Martyn Woodward were inadvertently omitted at the time of publication. The biographies of Dr. Thompson and Dr. Woodward are as follows: Dr. Stephen Thompson (Director
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Teacher–Artist Partnership Framework Within School Makerspaces to Foster Students’ Creativity The International Journal of Art & Design Education (IF 1.1) Pub Date : 2022-10-27 Ieda M. Santos, Luisa Menano, Claudine Habak
Creativity is a fundamental skill to prepare individuals to work and live in a changing world. Educators have recognised its value and advocate that schools can provide an environment for fostering the creative thinking skills of students. Makerspaces are emerging in school contexts, and they carry great opportunities for engaging students in creative thinking processes. The school makerspace also
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An Online Art Project Based on the Affirmative Model of Disability in Japan The International Journal of Art & Design Education (IF 1.1) Pub Date : 2022-10-14 Satoshi Ikeda, Hiroko Fukuda Siddiqi, Mayuko Mori, Hiromitsu Kawajiri, Misa Hirasawa, Takashi Kawaguchi, Kaoru Yasuda
In recent years, disability has become a site for knowledge and artistic creation. In this study, local governments, universities, art museums and non-profit organisations collaborated from 2019 to 2022 to implement an online art project for people with disabilities during the Covid-19 era. The project's goal was to enhance the identity of people with disabilities, promote their interest in museums
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Inclusivity within Art and Design Education: The Boy Problem The International Journal of Art & Design Education (IF 1.1) Pub Date : 2022-10-11 Hugo Marx
As the gender disparity increases yearly within art—with substantially more girls choosing to continue with the subject into asessed years than boys at secondary school—this essay explores a handful of the influencing factors for this gender imbalance, before exploring the ways in which we might begin to remedy such an unacceptable polarisation in subject preference.