Art Design & Communication in Higher Education最新文献_第5页

Towards an anti-racist Fine Art Ph.D.: ‘Anti-racism productive antagonisms’ (ARPA) for the supervisor, student and examiner 反种族主义美术博士:导师、学生和考官的“反种族主义生产性对抗”(ARPA)

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Art Design & Communication in Higher Education Pub Date : 2021-04-01 DOI: 10.1386/ADCH_00029_1

Kai Syng Tan

引用次数: 0

Monster aesthetics as an expression of decolonizing the design body 怪物美学作为一种非殖民化设计体的表达

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Art Design & Communication in Higher Education Pub Date : 2021-04-01 DOI: 10.1386/ADCH_00031_1

Rafaela Angelon, Frederick M. C. van Amstel

引用次数: 3

‘Opening the door’: An authentic approach to decolonizing arts education in Aotearoa/New Zealand “打开大门”:新西兰奥特罗阿艺术教育非殖民化的真实方法

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Art Design & Communication in Higher Education Pub Date : 2021-04-01 DOI: 10.1386/ADCH_00030_1

Luke Feast, Christina Vogels

{"title":"‘Opening the door’: An authentic approach to decolonizing arts education in Aotearoa/New Zealand","authors":"Luke Feast, Christina Vogels","doi":"10.1386/ADCH_00030_1","DOIUrl":"https://doi.org/10.1386/ADCH_00030_1","url":null,"abstract":"Educators in universities in Aotearoa/New Zealand have the responsibility to ‘live and model’ the principles of Te Tiriti o Waitangi. However, tertiary education has often treated the principles in an inauthentic way. There are few courses in art, design and communication\u0000 in New Zealand that integrate the principles authentically. This article showcases features of a course ‐ Mahitahi | Collaborative Practices ‐ that engages with Te Tiriti principles by teaching collaboration from te ao Māori (the Māori world). Our findings draw from\u0000 a focus group we conducted with academic staff who taught into a pilot iteration of the course. Three central themes emerged from the focus group relating to the issue of decolonizing arts education. First, that regardless of the educators’ intentions to design a course that privileges\u0000 te ao Māori, the features of Aotearoa/New Zealand’s colonial reality are still present. Second, the students’ primary learning activity was principled reflection, where they successfully engaged with te ao Māori in an authentic way. Third, students’ connection\u0000 to te ao Māori was jeopardized by designing part of the assessment that took on a Pākehā (non-Māori) world-view. Consequently, students may have missed the opportunity to engage more fully with educative experiences relating to lifelong learning. We argue that to maintain\u0000 an authentic connection to te ao Māori, the curriculum should be consistently designed around principles embedded in Te Tiriti o Waitangi.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89764465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Guest editor introduction 客座编辑介绍

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Art Design & Communication in Higher Education Pub Date : 2021-04-01 DOI: 10.1386/ADCH_00026_2

E. Tunstall

引用次数: 0

World building: Creating alternate worlds as meaningful making in undergraduate education 世界构建:在本科教育中创造有意义的替代世界

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Art Design & Communication in Higher Education Pub Date : 2021-04-01 DOI: 10.1386/ADCH_00028_1

Nat Mengist, Mariam Sidibé, Heidi R. Biggs, Tyler Fox, P. Thurtle, Audrey Desjardins

{"title":"World building: Creating alternate worlds as meaningful making in undergraduate education","authors":"Nat Mengist, Mariam Sidibé, Heidi R. Biggs, Tyler Fox, P. Thurtle, Audrey Desjardins","doi":"10.1386/ADCH_00028_1","DOIUrl":"https://doi.org/10.1386/ADCH_00028_1","url":null,"abstract":"In this article, we offer a description of and reflection on our 2019 ‘creating alternate worlds’ course as a model for critical making in twenty-first-century higher education. Open to arts and humanities undergraduate students interested in creative research, our course\u0000 used world building as a central approach to imagining alternatives. We found that explicitly centring Black and Indigenous perspectives helped support non-dominant students in their striving to realize possibilities beyond settler colonial visions of the future. We share our position in relation\u0000 to decolonization and decolonizing pedagogies before describing the course at a high level and through an in-depth case study of an author’s research project. Our analysis of the course is presented via three axiological allegiances and three performative pragmatics. By discussing our\u0000 political stance and a conceptual innovation that we term, ‘transcosmic potentials’, we conclude with insights for fellow educators. This pluriversal learning community opened a multiplicity of ‘portals’ to heterogeneous worlds, each with the power to fundamentally\u0000 and forever alter all who pass through.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78720289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

To erase or not to erase, that is not the question: Drawing from observation in an analogue or digital environment 擦除还是不擦除，这不是问题:从模拟或数字环境中观察得出

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Art Design & Communication in Higher Education Pub Date : 2020-10-01 DOI: 10.1386/adch_00023_1

J. Christie, Mathew Reichertz, Bryan Maycock, R. Klein

{"title":"To erase or not to erase, that is not the question: Drawing from observation in an analogue or digital environment","authors":"J. Christie, Mathew Reichertz, Bryan Maycock, R. Klein","doi":"10.1386/adch_00023_1","DOIUrl":"https://doi.org/10.1386/adch_00023_1","url":null,"abstract":"Erasing when drawing occurs for a variety of reasons. While the most obvious may be correction of mistakes, at other times erasers are used to create such things as highlights or marks that introduce particular aesthetic elements. When a drawing is made on paper, partial erasure ‘marks’\u0000 can provide a useful record of a drawing’s evolution. For the teacher, this historical record can be a catalyst for helpful commentary and criticism. While programmed to simulate an analogue eraser, in a digital environment the erase function can eradicate a drawing’s history with\u0000 a single click. We studied analogue and digital tool use behaviours (including erasing) to compare the frequency of erasure and the effect of erasing on observational accuracy in adults between the age of 17 and 64 with various levels of drawing experience from less than two years to more\u0000 than ten years. The study involved participants making one drawing on paper with traditional drawing tools and one drawing on a digital drawing tablet. We then had the drawings rated for accuracy. Among other interesting results, we found that erasing occurs with greater frequency when participants\u0000 work in a digital environment than in an analogue one and that, while there were significant tool use differences between the environments, those differences did not result in differences in the accuracy of final drawings indicating the adaptability of our participants using different means\u0000 to achieve the same effect.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73030638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Block teaching in art and design: Pedagogy and the student experience 艺术与设计的分组教学:教学法与学生体验

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Art Design & Communication in Higher Education Pub Date : 2020-10-01 DOI: 10.1386/adch_00037_1

Tom Slevin

引用次数: 0

Graduated scenarios: Modelling critical reflective thinking in creative disciplines 毕业场景：在创造性学科中建模批判性反思思维

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Art Design & Communication in Higher Education Pub Date : 2020-10-01 DOI: 10.1386/adch_00021_1

M. Readman, Jenny Moon

{"title":"Graduated scenarios: Modelling critical reflective thinking in creative disciplines","authors":"M. Readman, Jenny Moon","doi":"10.1386/adch_00021_1","DOIUrl":"https://doi.org/10.1386/adch_00021_1","url":null,"abstract":"This article describes the development and implementation of Jenny Moon’s ‘Graduated scenarios’ (2004, 2001, 2009) in the disciplinary context of media production. Graduated scenarios have previously been used to model different levels of critical thinking and reflection\u0000 and have been based on situations and experiences that can be related to by a wide range of people. Our development of them in a specific creative disciplinary context, for use by students within that context, represents an evolution of the process, but we also consider the possible reception\u0000 of such models in the context of debates around academic literacies and the degree to which they may be seen and used as contributing to an orthodoxy of expression. We acknowledge that this experiment in writing and pedagogy may be perceived as providing ‘exemplars of standards’,\u0000 but argue that it actually models differing depths of thinking, and also opens up discussion about orthodoxies of academic writing. Our four models of different levels of critical reflective writing are provided as appendices, and may be used or adapted as necessary. The production of such\u0000 graduated accounts is ‘effortful work’, but the process can help us (academics) to better understand our own, as well as facilitating learners’, concepts of depth and ‘good practice’.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44177147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Reflexive practices in art and design education 艺术与设计教育中的反思性实践

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Art Design & Communication in Higher Education Pub Date : 2020-10-01 DOI: 10.1386/adch_00018_2

引用次数: 0

Dialogue in the studio: Supporting comprehension in studio-based architectural design tutorials 工作室对话:支持基于工作室的建筑设计教程的理解

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Art Design & Communication in Higher Education Pub Date : 2020-10-01 DOI: 10.1386/adch_00020_1

M. Tahsiri

引用次数: 2