Investigating new areas of art-science practice-based research with the MA Art in Science programme at Liverpool School of Art and Design

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1583072

Mark Roughley, Kathryn Smith, C. Wilkinson

{"title":"Investigating new areas of art-science practice-based research with the MA Art in Science programme at Liverpool School of Art and Design","authors":"Mark Roughley, Kathryn Smith, C. Wilkinson","doi":"10.1080/23752696.2019.1583072","DOIUrl":null,"url":null,"abstract":"ABSTRACT Collaborations between artists and scientists are increasingly a feature of the cultural landscape. Traditionally this relationship is seen as art in the service of science whereby artists use their skills to visually communicate complex scientific ideas. However, a hybrid form of collaborative, experimentally-driven practice has emerged over the last 30 years where artists and scientists work together to explore the creative possibilities and speculative futures represented by the intersection of these two ‘cultures.’ The MA Art in Science programme at Liverpool School of Art and Design facilitates discussions and interactions between subjects that have traditionally been studied in isolation within Higher Education. This paper details and discusses the theoretical foundations that have informed the curriculum design and its pedagogical ethos, describes the collaborative learning experiences at the heart of the programme, and offers an insight on how the programme’s approach to transdisciplinary art-science collaborative practice could be utilised across disciplines.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"226 - 243"},"PeriodicalIF":2.5000,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1583072","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Pedagogies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/23752696.2019.1583072","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 5

Abstract

ABSTRACT Collaborations between artists and scientists are increasingly a feature of the cultural landscape. Traditionally this relationship is seen as art in the service of science whereby artists use their skills to visually communicate complex scientific ideas. However, a hybrid form of collaborative, experimentally-driven practice has emerged over the last 30 years where artists and scientists work together to explore the creative possibilities and speculative futures represented by the intersection of these two ‘cultures.’ The MA Art in Science programme at Liverpool School of Art and Design facilitates discussions and interactions between subjects that have traditionally been studied in isolation within Higher Education. This paper details and discusses the theoretical foundations that have informed the curriculum design and its pedagogical ethos, describes the collaborative learning experiences at the heart of the programme, and offers an insight on how the programme’s approach to transdisciplinary art-science collaborative practice could be utilised across disciplines.

查看原文本刊更多论文

在利物浦艺术与设计学院的艺术科学硕士课程中研究艺术科学实践研究的新领域

艺术家和科学家之间的合作日益成为文化景观的一个特色。传统上，这种关系被视为为为科学服务的艺术，艺术家利用他们的技能在视觉上传达复杂的科学思想。然而，在过去的30年里，出现了一种混合形式的合作、实验驱动的实践，艺术家和科学家共同探索这两种“文化”交叉所代表的创造性可能性和推测性未来利物浦艺术与设计学院的科学艺术硕士课程促进了传统上在高等教育中孤立学习的科目之间的讨论和互动。本文详细介绍并讨论了课程设计及其教学精神的理论基础，描述了该课程核心的合作学习体验，并深入了解了该课程跨学科艺术科学合作实践的方法如何在各个学科中得到利用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.