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All Together and Separately: Learning to Learn in the Studio The International Journal of Art & Design Education (IF 1.1) Pub Date : 2025-02-04 Pınar Koç
This study aims to develop learning to learn and self‐learning in the architectural design studio. The study considers that one of the ways in which the architectural design studio can be resistant to environmental conditions is to be aware of and manage the way the architecture student learns. The main theme of the methodological approach is learning how to learn, and its experients are first‐year
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Biophilic Design: An Experiment in Teaching Furniture Design Studio The International Journal of Art & Design Education (IF 1.1) Pub Date : 2025-01-21 Wael Rashdan, Ayman Fathy Ashour
In response to increasing societal concerns for environmental issues, there is a growing demand for products that are both functional and eco‐friendly. This study investigates how integrating nature‐inspired furniture design into educational curricula prepares students for the evolving demands of the design industry. Conducted within an undergraduate furniture design studio, students were tasked with
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The Quiet Learner of the UK Art Classroom The International Journal of Art & Design Education (IF 1.1) Pub Date : 2025-01-18 Mags Ryder
This paper investigates the perceptions and implications of quietness among students in the UK classroom, challenging the prevalent notion that vocal participation equates to engagement and success. Despite concerns from educators and parents about quiet students' engagement, this research explores how silence and quietness function as integral components of classroom dynamics. Through interviews with
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Becoming Materially Aware with Mushrooms: A Sociomaterial Analysis of Biomaking The International Journal of Art & Design Education (IF 1.1) Pub Date : 2025-01-18 Päivikki Liukkonen, Henriikka Vartiainen, Sirpa Kokko
Biomaking and other bio‐oriented creative approaches are beginning to gain traction in education. Operating at the intersections of arts and sciences, they represent a field of integrative practices that involve creative making with the biological. In educational contexts, however, bio‐oriented creative practices have been studied primarily from hylomorphic perspectives that do not account for the
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The Influence Aesthetic Processes Can Have on Daycare Children's Play The International Journal of Art & Design Education (IF 1.1) Pub Date : 2025-01-16 Johan Bundgaard Nielsen
This article argues for a reconceptualisation of early childhood education, where learning and development are not only valued by outcome, and aims to investigate how aesthetic processes are organised in ways for the children to be inspired, to compare, explore, and play. Inspired by a Vygotsky perspective and his theories of play, imagination, and creativity, the article argues for developmental perspectives
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Digital Infographic Creation in Design Education: A Participatory Learning Algorithm Measuring Location‐Based Spatial Impact The International Journal of Art & Design Education (IF 1.1) Pub Date : 2025-01-13 Emel Birer, Esin Hasgül, Elif Gizem Metin
Design education includes many pursuits that deal with creativity, thinking and visual communication techniques in the learning process. This study aims to create a participatory learning algorithm based on a location, while measuring the spatial impact through an emergent situation. The exemplified issue is determined as fire that emerged due to climate change, which has become a significant agenda
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Visions of the Future of Craft Education The International Journal of Art & Design Education (IF 1.1) Pub Date : 2025-01-13 Sanna Mommo, Anna Kouhia, Marja‐Leena Rönkkö
This study examines the history of craft education, especially in the context of social and temporal changes, and envisions its future based on narratives collected by student teachers at two Finnish universities. The research material covers essay responses that discussed the future of craft education in the light of forecasted megatrends. The essay responses were analysed using narrative methods
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Exploring the Effect of Cultural Inspiration Distance and Timing on Designer’ Creativity in in Targeted Cultural Creative Design Pattern The International Journal of Art & Design Education (IF 1.1) Pub Date : 2025-01-13 Guodong Chen, Zuting Li, Qixun Zhao, Bei Kong, Yana Gao, Rong Pan
Cultural creative design activity and education involve the application of cultural inspiration. This study examines the impact of cultural inspiration distance and timing on designer’ creativity in Targeted Cultural Creative Design Pattern (TCCDP). Four design novice groups attended the cultural product design experiment with a combination of distance (far or near‐cultural inspiration) and timing
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A Design School for Social Innovation: Reflections on a Pilot Case in Japan The International Journal of Art & Design Education (IF 1.1) Pub Date : 2025-01-13 Fumiya Akasaka, Fuko Oura, Kentaro Watanabe
The paradigm of design must drastically change to promote sustainable social development that considers not only economic growth but also human well‐being and environmental sustainability. Some scholars argue that the central paradigm of design should focus more on the societal perspective. This article refers to such a socially oriented design approach as design for social innovation (DfSI). Our study
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How Children Draw, Write and Tell About Portraying Mixed Emotions in Themselves and Others Children The International Journal of Art & Design Education (IF 1.1) Pub Date : 2025-01-10 Esther Burkitt, Dawn Watling
Children alter their drawings in multiple ways depending on whether they are drawing happy, sad or mixed happy and sad experiences. However, their explanations of why they may use features to show emotions may be overlooked in interpretation. The present study therefore used the Draw–Write–Tell paradigm which integrates children's explanations of feature use to explore children's drawn representations
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Exploring the Artistic Identity of Elementary Art Teachers The International Journal of Art & Design Education (IF 1.1) Pub Date : 2025-01-10 Tara Carpenter Estrada, Molly Neves, Connie Broadbent, Kara Aina, Rachel Wadham
Art teachers straddle two identities those of a teacher and those of an artist. While these two identities may complement each other it is clear that, particularly for elementary art teachers, they are often in conflict. As art teachers look towards balancing this dichotomy, they must discover what is necessary to equalise and maintain both their teaching and artistic identities. This self‐study offers
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Graphic Design Education in the Era of Text‐to‐Image Generation: Transitioning to Contents Creator The International Journal of Art & Design Education (IF 1.1) Pub Date : 2025-01-10 Younjung Hwang, Yi Wu
The advancement of generative artificial intelligence (AI) presents innovative opportunities and new challenges across various industries and academic fields. Particularly, recent advancements in generative AI, which can create images from text, are introducing new challenges in the field of graphic design education. This study discusses methods of graphic design education utilising generative AI,
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What Drives Design Education in Korean Classrooms? The History of South Korea's National Curriculum and Some Proposals for Design Education in Its Current Iteration The International Journal of Art & Design Education (IF 1.1) Pub Date : 2025-01-10 Seolyung Choi, Eunryung Hyun
In South Korea, the National Curriculum and textbooks, especially within design education, are closely intertwined. The Curriculum is critical in establishing educational goals and standards for each subject, acting as a blueprint for schooling. Textbooks, which must be approved, are designed to align with this Curriculum. This article introduces new content for design textbooks guided by the 2022
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Your Session Has Expired: Art, Education and Timing Out The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-11-27 Claire Penketh
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Issue Information The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-11-27
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Out of Time, Pedagogy, Temporality and the Affective Encounter. Film and Moving Image Making Practice in Art Education The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-11-08 Joanna Fursman
This article explores how lens‐based practices can articulate and respond to art education phenomena. The affective turn in education and appearances of education in artists’ film and moving‐image are explored to help identify different appearances and experiences of art education pedagogy. Interspersed by clip descriptions from students and my affective descriptions of watching Être et avoir by Nicolas
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Thinking About Drawing As Cause and Consequence: Practical Approaches in Time The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-11-06 Simon Grennan, Miranda Matthews, Claire Penketh, Carol Wild
This paper, a conversation between Simon Grennan, Carol Wild, Miranda Matthews and Claire Penketh, explores drawing as cause and consequence, applying Grennan's thinking to three drawings as a means of exploring and exemplifying ideas discussed in his keynote at the iJADE Conference: Time in 2023. Following an initial introduction to key ideas that were raised for that audience, the paper explores
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A Ritornello Pedagogy: Troubling School Art Orthodoxies The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-11-05 Georgia Sowerby, Tabitha Millett
In the studio, there are routines and rituals to be observed. One of those is making gesso. The quantities change each time and the ingredients vary, but the mechanical process remains the same: soak rabbit skin glue for 3 hours, double burner melt the glue, sieve in champagne chalk whiting, stir slowly, and tap the sides to remove air bubbles. Brush on first layer. Dry. Sand. Repeat × 10. Out of repetition
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Time: Friend or Foe The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-10-31 Moulis Charlotte
Using many years of experience in the UK's state primary schools, I consider that a limited understanding of time has damaging implications for both pupils and adults within the education system. The sector neglects the fact that time has much potential, many definitions and is a powerful influence on man. I share how education took clock‐time and manipulated it to an extreme, leading to the rule clock‐time
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The Pedagogical Power of Paper The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-10-29 Suzanne Rodgers
In this research, I explore the potential of a material‐led, embodied pedagogical approach to cultivate diverse modes of thinking, knowing and becoming within a pre‐GCSE curriculum. Drawing from my experiences as both an artist and educator, I acknowledge the transformative power inherent in recognising the agency of all forms of matter, whether human or non‐human. Through the implementation of a project
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The Neuroaesthetics of Art and Design Education The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-10-29 Carol Wild
Teaching is increasingly defined through the syntax of cognitive science, by retrieval practice, spaced learning, and interleaving, generating a computational rhythm for learning as a system of inputs and outputs that builds up an individual's memory over time. This, I argue, is at odds with the choreography of art and design education as an aesthetic, social, and material practice. An alternative
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Never Enough Time The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-10-28 Christopher Samuel
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Broken Time: On the Fragmentation of the Experience of Art School and the Impact on Identity Formation and Ttransformation The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-10-25 Magnus Quaife
This paper explores how increases in modularisation, elements of professional practice and even our relationship to screens and social media are amongst the factors that have changed the way time is experienced in higher fine art education. I draw upon my experience as a student, educator and pedagogical researcher to propose that identity formation and/or transformation are amongst the key functions
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Quick, Quick, Slow: Making Time for Sustainable Photography Practices in Contemporary Higher Education The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-10-25 Tracy Piper‐Wright, Tabitha Jussa
As environmental awareness grows, so do questions about the environmental impact of photography, in particular traditional film development and processing, which includes the use of plastics, gelatine and other environmentally harmful chemicals notwithstanding water usage and waste. Pioneering practice and research into sustainable alternatives to conventional processes has quickly established, supported
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Disruptive Timetables and Frameworks Within the Gamification of Critique and Peer Review The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-10-25 Justin B. Makemson
Researchers define gamification as the phenomenon of creating “gameful experiences” and the use of “game mechanics” in non‐gaming contexts (Deterding et al. 2011; Hamari et al. 2014). Gamification within education is the translation of design elements historically associated with gaming, e.g., embodiment, restructured timetables, probability, risk and reward, into the design of pedagogical approaches
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Autoethnographical Research on the Experience of Identity Change as an Artist, Teacher and Teaching Artist The International Journal of Art & Design Education (IF 1.1) Pub Date : 2024-10-16 Ok‐Hee Jeong
An autoethnographic exploration of identity formation raises the question of how individuals inhabit, negotiate, accommodate and resist the social groups to which they belong, continually coming to terms with who and what they are. This paper discusses, through this researcher's autobiographical exploration, the ways in which pedagogical discourse and practice produce identities that are constructed
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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