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Terminology and Design Capital: Examining the Pedagogic Status of Graphic Design through Its Practitioners’ Perceptions of Their Job Titles The International Journal of Art & Design Education (IF 0.475) Pub Date : 2021-04-09 Yaron Meron
Graphic design has long been hampered by its indeterminate educational disciplinary status, resulting in it being subsumed within wider visual arts studies. Arguing that this permeates into professional practice, this article explores the ambivalence of professional graphic designers towards the term ‘graphic design’ itself. Drawing on interviews with practitioners and discussions in online graphic
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Scientific Phenomenology in Design Pedagogy: The Legacy of Walter Gropius and Gestalt Psychology The International Journal of Art & Design Education (IF 0.475) Pub Date : 2021-02-12 Michele Sinico
This article examines the contribution of scientific phenomenology in design pedagogy through the theoretical relationships between the German art school Staatliches Bauhaus and the most important scientific phenomenological theories of the first half of the twentieth century. After showing the relationships between the Gestalt Theory and the principal teachers of the Bauhaus (Johannes Itten, Paul
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Learning about Colour – the Legacy of the Bauhaus Masters The International Journal of Art & Design Education (IF 0.475) Pub Date : 2021-01-10 Alisa Tóth, Gyöngyvér Molnár, Andrea Kárpáti
Bauhaus, the German arts and crafts college, is 100 years old this year. One of the revolutionary features of its pedagogical programme was the methodology of teaching about colour, elaborated by Johannes Itten and Paul Klee, leading Bauhaus masters, and further developed by their disciples, Joseph Albers and György (George) Kepes. This methodological legacy is continued in a curriculum innovation
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Qualified Satisfaction: First‐Year Architecture Student Perceptions of Teamwork The International Journal of Art & Design Education (IF 0.475) Pub Date : 2021-01-09 James Thompson, Tarek Teba, Roberto Braglia
Across disciplines, skills associated with collaboration are now ubiquitously considered requisite graduate attributes. Despite decades of studies on the various dimensions of academic teamwork, challenges for both students and staff remain. For this year‐long study at a UK school of architecture, we considered teamwork as a thread woven through the first‐year curriculum, traversing course modules
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Local Traditions and Global Inspiration: Design Students in Singapore and Norway The International Journal of Art & Design Education (IF 0.475) Pub Date : 2021-02-02 Margaret Rynning
Today’s graphic design students embody inspiration from sources associated with globalisation, not least online, as well as local impulses from everyday life. In this article, we draw upon the work of two student groups – one in Norway, one in Singapore – to investigate the relationship between input and how they are used to design the packaging of food products. Two classes got similar design briefs
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Creating Spaces for Collaboration in Community Co‐design The International Journal of Art & Design Education (IF 0.475) Pub Date : 2021-02-01 Mirian Calvo, Madeleine Sclater
Urgent societal challenges have led to unease in our socio‐cultural interactions and the production systems that underpin our lives. To confront such challenges, collaboration stands out as an essential approach in accomplishing joint goals and producing new knowledge. It calls for interdisciplinary methodologies such as co‐design, an approach capable of bridging multiple expertise. The core activities
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Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic The International Journal of Art & Design Education (IF 0.475) Pub Date : 2021-02-03 Aminreza Iranmanesh, Zeynep Onur
Virtual design studio (VDS) has been a part of the discourse of architectural pedagogy for the past two decades. VDS has been showcased as a potential educational tool in schools of architecture often in controlled, pre‐designed experiments. However, the global COVID‐19 pandemic has forced most schools to move their design studios into virtual space. This article aims to explore the potential advantages
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Developing Museum Education Content: AR Blended Learning The International Journal of Art & Design Education (IF 0.475) Pub Date : 2021-03-15 JiHye Lee, Hyun‐Kyung Lee, Dabin Jeong, JiEun Lee, TaeRyun Kim, JiHyon Lee
Traditional museums of culture and history are failing to develop or make effective use of augmented reality (AR) technology. To address this deficit, the present study sought to develop online and offline experiential AR learning tools that would enable children to more fully explore museum artefacts. The study approach was based on the Blended Learning Model, which utilises symbiotic online and offline
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Designing a New Empathy‐Oriented Prototyping Toolkit for the Design Thinking Process: Creativity and Design Sensibility The International Journal of Art & Design Education (IF 0.475) Pub Date : 2021-01-24 Hyun‐Kyung Lee, Joo Eun Park
This study examined the effectiveness of a new empathy‐oriented prototyping toolkit that was carefully developed to aid empathy gaining in students who find it difficult to express their ideas using only traditional paper‐based prototyping materials. The toolkit has a simple structure and uses basic geometric three‐dimensional forms made of various surface materials, such as rubber, wood, metal, acrylic
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Breaking Barriers: Educating Design Students about Inclusive Design through an Authentic Learning Framework The International Journal of Art & Design Education (IF 0.475) Pub Date : 2021-01-19 Janice Rieger, Annie Rolfe
Current studies in design education suggest that students and educators base their designs on what they already know about themselves and their peers, or on stereotypical notions of others. This article presents a critical examination of a pedagogical approach employed in several architecture and interior design studios to determine how best to develop student understanding of how to design for real
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Expanding Studio Boundaries: Navigating Tensions in Multidisciplinary Collaboration within and beyond the Higher Education Design Studio The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-11-05 Marianne McAra, Kirsty Ross
In this article the authors set out and critically reflect upon an innovative pedagogical approach to delivering studio‐based learning – drawing on the ‘Collaborative Futures’ project. Collaborative Futures is a live project premised on a futures‐focused design brief written with an external partner. In previous iterations of the project, partners have included Hitachi and the Royal Bank of Scotland
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The Only Artist in My Family: Selective Self‐Identification in University‐Level Art Students The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-12-29 Justin Makemson
Self‐identification is essential to the mediation of educational outcomes, however the selective self‐identification of students as an artist remains a relatively unexplored area of research in art education. This project uses qualitative narrative analysis to deconstruct the life stories of university‐level art students, to examine formative processes underlying selective artistic self‐identification
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Engaging Young Children and Families in Gallery Education at Tate Liverpool The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-11-10 Denise Wright
Beyond Words: Engaging Young Children and Families in Gallery Education at Tate Liverpool, is a three‐year ethnographic case study that explores what happens when preschool children, parents and nursery practitioners from a Sure Start Children’s Centre, visit Tate to participate in an extended series of gallery visits and workshops with artists. This article explores the potential value and tensions
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Bonbonnieres in the gallery: (re)presenting sugar in a family gallery space The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-12-08 Ruthie Boycott‐Garnett, Christina MacRae, Abigail Hackett, Tina Otito Tamsho‐Thomas, Rachel Holmes
This paper charts an on‐going process emerging from a collaborative project between Manchester Art Gallery, and early childhood researchers and practitioners, who are currently working together to develop a new learning space for families. It revolves around the potential of exhibiting a collection of bonbonnieres in this space. These little 18th Century pots, originally filled with sweets or breath
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Collaboration is Uncomfortable The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-11-05 Terri Newman
Artist/Teacher/Researcher: I see this identity as one of collaborations. It is one that I share with my colleagues and students. Each day, with others we question, develop, think, create and rebound ideas, changing and moulding them, as we do materials and matter, backwards and forwards, in dialogue with one another. In the absence of these interactions, alone in my flat, I've been thinking of the
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Troubling Territories: Discomfort in Co‐Construction The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-12-20 Peter Gregory, Claire March
The Valuing Voices project (funded by Paul Hamlyn Foundation) offered an opportunity to reconsider the territorial boundaries of learning in the arts by a group of teachers, artists, pupils and university lecturers. This article will consider the importance of the troubling or discomfort exposed within the processes of learning over the life of the project (before it was paused due to the 2020 CO‐VID
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Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-12-14 Lorraine Marshalsey, Madeleine Sclater
It would seem that technological campuses of tomorrow have manifested in 2020 as an essential spontaneous response to a world event. This article examines the current crisis in physical art and design studio learning in higher education as a consequence of the COVID‐19 outbreak and the sector’s response to the fast‐track conversion of blended learning to a distributed model. Universities are focusing
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From Distant Horizon to the ‘Uncoercive Rearrangement of Desire’: Institutional Pedagogy and Collaborative Learning in an Instance of Arts and Curatorial Education The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-12-02 Anthony Faramelli, Janna Graham
In politics and philosophy, the question of horizons, the vanishing point that is always out of reach, but provides direction and guidance, underpins utopic thinking. This is a strange phenomenon since, as Jodi Dean suggests, horizons are ‘real’ insofar as they exist both spatially and temporally. Dean invokes the Lacanian concept of the real to demonstrate how horizons are omnipresent, even when we
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Being Alongside and Becoming Researcher: Art Practice, Accountability and Convergence in the Studio The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-11-08 Anne‐Marie Atkinson
This article offers an analysis of a period of autoethnographic fieldwork conducted at Venture Arts, an art studio in Manchester (UK) that provides infrastructure to support people with intellectual disabilities to participate in the visual arts. The analysis is concerned with two ‘discomfort zones’ that have become apparent in the research period. The first is my positionality as a researcher in the
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Visual Instruction to Enhance Teaching of Technical Subject to Design Students The International Journal of Art & Design Education (IF 0.475) Pub Date : 2021-01-04 Siu‐Kit Lau, Noopur Joshi, Ming Fai Pang
Visual instruction complementing verbal lectures is known to promote learning among students. In this study, the role of visual instruction in engaging learners effectively via the simplification of technical concepts was examined. Different aspects of visualisation, such as order of presenting and dimensionality, were tested to observe their effect on students’ approach to learning and learning outcomes
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The Design Brief as a Creativity Catalyst in Design Education: Priming through Problem Statement The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-12-30 Engin Kapkın, Sharon Joines
The design brief informs particularly the first phases of the design process; however, there are very limited studies on its role and functions. The current study proposes a framework that relates problem statement types in a design brief to creative outcomes by promoting the priming effect, which is a cognitive phenomenon describing the ways individuals behave accordingly to the way they receive a
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Getty Museum Family Room – Educational Issues on Scaffolding and Transfer of Learning The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-12-14 Tiffany Shuang‐Ching Lee
In order better to support children’s learning experiences, art museums have begun to establish interactive art exhibitions designed for family visitors. However, as more of these interactive exhibitions are established, some museum professionals are raising concerns about whether these exhibitions actually facilitate young visitors’ learning or impede them from engaging further with the art objects
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Distance Artist: Building the Skills of Future Creatives. Developing Evidence‐Based Criteria for Global Virtual Team Tutoring and Management in Art and Design Education The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-12-12 Fatoş Adiloğlu, Fabio Fragiacomo, Fabiano Petricone
This article reflects on six years of research activities in the field of long‐distance collaboration and more specifically on how creative virtual teams operate and respond to challenges set by emerging and developing technologies. Furthermore, it considers how to build, manage and shape a more inclusive virtual team, documenting the methodologies applied in each activity, the experiences of both
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Making on the Move: Mobility, Makerspaces, and Art Education The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-12-12 Alvaro Jordan, Aaron D. Knochel, Nicholas Meisel, Kelsey Reiger, Swapnil Sinha
Combining the excitement from the maker movement and the novel creation of deployable makerspaces, we review the development of the Mobile Atelier for Kinaesthetic Education (MAKE) 3D. MAKE 3D is a mobile makerspace platform that can be deployed anywhere there is electricity to create a curricular spectacle of digital fabrication in particular additive manufacturing or what is more commonly referred
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An Investigation into a Digital Strategy for Industrial Design Education The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-12-10 Noor Aldoy, Mark Andrew Evans
As the number of digital natives increases and the range of digital design tools / media continues to expand, it is timely to examine the potential for an entirely digital industrial design process that can be employed in practice and education. Following a literature review, a draft Digital Industrial Design (DID) strategy that focuses on the core design activities of sketching, drawing, model making
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Artistic Techniques in Heritage Education: An Exploratory SHEO‐Based Study The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-11-22 Carmen Gómez‐Redondo, Lucía Valle‐Gómez, Olaia Fontal
Having started from theoretical premises, the following study showed the results obtained by research work carried out on the use of artistic methodologies in the educational designs inventoried in the database of the Spanish Heritage Education Observatory (SHEO). This article’s aim was to understand and learn about the use of artistic techniques in the designs of heritage education programmes. To
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Predicting Academic Success: A Longitudinal Study of University Design Students The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-11-05 Philip Crowther, Sarah Briant
This article presents a longitudinal study, over eleven years, of the academic progress of a cohort of design students (n = 475) at a major Australian university. The students were from four different spatial design disciplines: architecture, industrial design, interior design, and landscape architecture. The article identifies cognitive variables that may predict future academic success. This research
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Discovery from Discomfort; Embracing the Liminal in Auto‐Ethnographic, Biographical and Arts‐Based Research Methods The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-10-19 Emma Sutton
In this article I offer reflections on my experiences of using autoethnographic and arts‐based methodology in order to research within the realm of arts education. This approach enabled me to deeply analyse my own lived‐experiences and interact with the work and responses of others. Liminal spaces between identities of artist, researcher and teacher are explored through the creation of artwork, using
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Art & Archaeology: Uncomfortable Archival Landscapes The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-10-05 Gina Wall, Alex Hale
This paper conceptualises practice in the space between and beyond Art & Archaeology as a zone where disciplinary certainties and known practices are unsettled, expanded and re‐cast. We will outline our current thinking about heritage landscapes as places and temporalities for engagement in the practice of what Henk Slager calls the para‐archive. For us, landscape functions as a kind of living archive
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Teacher as Conceptual Artist The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-10-05 Melissa Bremmer, Emiel Heijnen, Sanne Kersten
Teachers in arts education frequently struggle with their professional identity. When asked, arts teachers often answer that they believe that their main responsibility is education at the expense of understanding themselves as artists. The Mexican‐American artist and teacher Jorge Lucero questions whether an occupation as teacher necessarily impedes a creative practice. The finding that both progressive
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Dissensus, Street Art and School Change The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-09-25 Bronwen Low, Melissa Proietti
This article draws upon Rancière’s concepts of the ‘distribution of the sensible’ and ‘dissensus’ in order to explore some of the tensions and processes at work in a multi‐year school change project that sought to transform a school through the ‘urban arts’. Building on student interest in extracurricular Hip‐Hop and street art programming, the school tried to integrate the urban arts across the curriculum
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The Shock of the New The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-09-04 Rachel Payne
Since 2017 I have examined the impact of shifting professional practices demonstrated by students of an Artist Teacher MA programme at an English university. Students repeatedly discuss the transformative nature of the course, and through an impact case study I have interrogated the conditions which enable profound changes to occur. Emerging findings indicate that pedagogies of uncertainty enacted
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‘Females Don’t Need to be Reluctant’: Employing Design Thinking to Harness Creative Confidence and Interest in STEAM The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-08-27 Rie Kijima, Kathy Liu Sun
There is great gender gap in mathematics and science among countries around the world, but the gender gap is one of the largest in Japan. In order to address this issue, we evaluated an educational intervention to empower the next generation of female youths by employing design thinking to ignite their interests in Science, Technology, Engineering, Arts and Mathematics (STEAM) fields. In this article
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Online Design Education: Meta‐Connective Pedagogy The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-07-27 Neal Dreamson
Rapid technological advancement has changed the landscape of design education to be integrated with educational technology, and the worldwide COVID‐19 pandemic has further accelerated its transition to online education. Pedagogical engagement with online education is unavoidable to ensure that the transition is successful when the situation ends. Yet, many prior studies on online design education remain
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Pedagogies for the ‘Dis‐engaged’: Diverse Experiences of the Young People’s Arts Award Programme The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-07-16 Frances Howard
Art education is often praised for its engaging programmes and inclusive pedagogies, with many initiatives created with the intention of widening access for those who are deemed to be lacking. This article investigates one such programme – the young people’s Arts Award, which is a nationally recognised qualification for young people aged 11–25. I call upon a range of pedagogies in order to critique
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Opportunities and Challenges in Collaborative Reform Practice: School–Community Partnerships through Art in Korean Schools The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-07-15 Kyong‐Mi Paek
The Korean government’s policy toward art in schools and educational autonomy has recently undergone major directional changes, with the Ministry of Education (MOE) encouraging individual schools to find their own ways to become more self‐regenerating, especially by developing community partnerships through art. This recently published policy direction has the potential to challenge traditional school
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Effect of Children ‐ Generated Illustrations in text on Pupils’ Achievement in Phonics The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-07-12 Christopher Ifeanyichukwu Ibenegbu, Ritadoris Educhi Ubah, Fred Amunabo Okwo
The study investigated the effects of children‐generated illustrations and gender on pupils’ achievement in phonics in the Udenu Local Government Area of Nigeria. The study employed a non‐equivalent quasi‐experimental 2 x 2 factorial research design. Some 172 primary two pupils from 4 schools were used for the study. The English Achievement Test (EAT) was used to collect data. Three hypotheses were
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Conceptualising Art Education as Environmental Activism in Preservice Teacher Education The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-06-25 Hilary Inwood, Alysse Kennedy
This article explores how art and design education can contribute to the imperative of climate change and help societies adapt to living more sustainably. Drawing on methods from arts‐based research and qualitative case study, it reports on an investigation into what can be learned from creating environmental art installations with preservice teachers (those training to be K‐12 teachers), as part of
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3D Printing in the Wild: Adopting Digital Fabrication in Elementary School Education The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-06-25 Teemu Leinonen, Marjo Virnes, Iida Hietala, Jaana Brinck
In recent years, digital fabrication, and especially its associated activities of 3D design and printing, have taken root in school education as curriculum‐based and maker‐oriented learning activities. This article explores the adoption of 3D design and printing for learning by fourth, fifth and sixth grade children (n=64) in multidisciplinary learning modules in elementary school education. School‐coordinated
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In‐Place and In‐Time The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-06-23 Marian Macken, Fiona Harrisson
This article presents parallel and collaborative research and teaching practices that expand approaches to encountering site through the lenses of observation and performative drawing. These drawing practices record phenomena, whilst in their presence, through a designed temporal framework. This asks the drawer to observe over a duration of time and to record the world in motion. By spending an extended
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Historying Tragedy through an Object of Empathy: Hon Xuan’s Violin The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-06-23 Dustin Garnet
Objects with difficult histories present profound opportunities for learning and teaching alike because of their authenticity, relatability and quite often their ability to inspire empathy. The following article constructs a multivalenced account of a student’s vandalised violin by utilising a narrative framework to layer various perspectives into an educational history. Recent theory in historiography
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‘Core Subjects’ Policy and Arts Education for the Rich The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-06-17 Dorit Barchana‐Lorand
What happens to art education when the national school curriculum in Israel follows a ‘core subjects’ policy? Allocating only two hours for all five art subjects (visual arts, music, drama, dance and cinematic arts) that remain outside the core curriculum increases the social‐economic gap between children whose parents can fund their art education privately and children whose parents cannot afford
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Decolonising Design Education through Playful Learning in a Tertiary Communication Design Programme in South Africa The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-06-12 Fatima Cassim
This article introduces playful learning as part of the decolonising project at institutes of higher learning in South Africa with specific reference to the discipline of communication design. Not only does the article interrogate the content of design education, specifically design for development, but more specifically the way that design for social innovation is taught. The article begins with a
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What Works in the Architecture Studio? Five Strategies for Optimising Student Learning The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-06-10 Rebecca McLaughlan, Ishita Chatterjee
Good teaching requires pedagogical dynamism: a willingness to vary one’s teaching approach relative to the context (and cohort) at hand, and to any new challenges that may arise from that context. This requires that teachers obtain a broad knowledge of teaching strategies and tactics. Given the demands of contemporary higher education, finding the time to obtain this knowledge can pose a challenge
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‘Queer’ Objects: The Art Practice as a Tool for Shared Sensory Understanding The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-06-10 Suzanne Boulet
This article is structured around three art objects I created and presented during the iJADE Conference in 2019. Through the description and manipulation of these tactile objects, which are designed in a way that allows for ease of interaction, we arrive at the concepts of familiarity and strangeness, attraction and repulsion that underpin encounters with the art object, the other and the environment
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Creative Arts Personal Pedagogy vs Marketised Higher Education: A battle between values The International Journal of Art & Design Education (IF 0.475) Pub Date : 2020-06-01 Ryan Gerald Wilkinson
The ongoing marketisation of higher education in England can be understood both conceptually – in terms of its ideological commitment to competition and accountability; and practically – in terms of the way that it has altered higher education structurally in a variety of ways. Methods of standardisation and quantification offer validation and reward to institutions through criteria aligned with marketised