International Journal of Art & Design Education最新文献

Imagination Competencies: Fostering Life Skills with Children in UK Primary Schools 想象能力：在英国小学培养儿童的生活技能

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2025-06-09 DOI: 10.1111/jade.12586

Tom Doust, Jess Joyson

引用次数: 0

The Power of Imagination 想象力的力量

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2025-05-20 DOI: 10.1111/jade.12585

Penny Hay

引用次数: 0

Gifting an Artistic Licence: Printing, Radicalism and Pedagogy 给予艺术许可：印刷、激进主义和教育学

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2025-04-08 DOI: 10.1111/jade.12566

Vega Brennan, Alys Mendus

{"title":"Gifting an Artistic Licence: Printing, Radicalism and Pedagogy","authors":"Vega Brennan, Alys Mendus","doi":"10.1111/jade.12566","DOIUrl":"10.1111/jade.12566","url":null,"abstract":"Spurred by an observation that ‘student art teachers don't want to be radical teachers’, this paper explores how the gift by a lecturer of a tongue-in-cheek hand-printed ‘Artistic Licence’ to a new cohort of pre-service teachers, gives permission to imagine new futures. Through a dialogic image-exchange two educators bring their radical manifesto for art teachers/teaching as a performative autoethnography where they imagine new forms of teaching through small acts: printing, walking and talking, and being parents and artists. Similar to performative autoethnography, the act of giving projects materiality into the future and is transformative both for the giver and the gifted. The object (an artistic licence, an artwork, a poem) is an autonomous vessel that has its own agency and affect as it moves from one person to another, shifts and accrues meaning. When times are hard, art teaching can run the risk of becoming too outcome-led, working backwards from a preconceived notion of what art should be, not what art could be. This paper draws on the imagination to counteract the internalised negative pull of art as part of a neoliberal system. It offers new art teachers, through the act of giving, the potential to give themselves permission to imagine their art practice and their artist identity as integral to situating themselves within the exchange of value and meaning in the human and post-human world.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 2","pages":"396-411"},"PeriodicalIF":1.1,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12566","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143805922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

MAGIC-T and Page 73 MAGIC-T和73页

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2025-04-05 DOI: 10.1111/jade.12577

Alex Soulsby

{"title":"MAGIC-T and Page 73","authors":"Alex Soulsby","doi":"10.1111/jade.12577","DOIUrl":"https://doi.org/10.1111/jade.12577","url":null,"abstract":"As humanity grapples with the increasingly complex global issues we face, there is growing recognition that skills such as teamwork, empathy, communication and collaboration are more crucial than ever – far beyond the scope of academic success alone. Yet opportunities to develop these competencies are frequently sidelined in formal schooling, constrained by its standardised, compartmentalised nature. This paper underscores the transformative role of cultural and arts-focused education in equipping students with essential life skills. It advocates for schools to elevate their approach by adopting practices from cultural institutions – emphasising the arts, experiential learning and process-driven engagement. These ideas resonate strongly with UNESCO's Reimagining Our Futures Together, specifically on page 73, which underscores the critical value of arts and cultural education in nurturing social and emotional growth. An arts-integrated curriculum, the report suggests, does not simply enrich but actively prepares students to navigate our interconnected, complex world. To illustrate what these recommendations can look like in practice, the paper presents the MAGIC-T model and case studies from the Artist Residency Thailand programme – an innovative approach inspired by the dynamic educational strategies of galleries, museums, theatres and cultural centres. This model is firmly in line with global thought leadership, as echoed in recommendations from UNESCO, the OECD and the WEF, all advocating for education systems that expand students' horizons in knowledge, empathy, imagination and critical judgement. Through insights from forward-thinking educators and key perspectives from UNESCO's report, it becomes clear that embedding the arts, cultural connections and meaningful engagement with creative communities holds the keys to an education system prepared to shape a more empathetic, innovative and collaborative future.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 2","pages":"366-380"},"PeriodicalIF":1.1,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144339389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Space for Imagination? Exploring the Challenges of Implementing Art-Based, Metacognitive Approaches for Supporting Imagination as a Route to Agency 想象的空间？探索实现基于艺术的元认知方法的挑战，以支持想象力作为代理的途径

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2025-03-26 DOI: 10.1111/jade.12572

Helen Burns, Suzie Dick, Cath Keay, Anna Robb, Pamela Woolner

{"title":"Space for Imagination? Exploring the Challenges of Implementing Art-Based, Metacognitive Approaches for Supporting Imagination as a Route to Agency","authors":"Helen Burns, Suzie Dick, Cath Keay, Anna Robb, Pamela Woolner","doi":"10.1111/jade.12572","DOIUrl":"10.1111/jade.12572","url":null,"abstract":"This paper explores the implementation and evaluation of Imagination Agents, a mixed-methods case study, with young people aged 12–13, funded by a Royal Society of Arts Catalyst Award. The project was grounded in a flexible theory that imagination enables the necessary originality for creativity, enabling learners to construct personal understandings of their own learning which equate to metacognition, with this enabling the self-awareness and confidence for personal and, in turn, social/democratic agency. Life in a posthuman world necessitates the creation of new understandings, which can be produced through the application of imagination and agency, towards the conceptualisation and facilitation of positive change. Supporting learners to develop imagination and understand it metacognitively could result in personal agency which better equips them as participants within and activators of healthy environments. Based on Burns' (2024) models of cognitive/metacognitive imagination, we tried to support imagination and agency through a focus on the local environment. Implementation of the pedagogy and evaluation was very challenging in the school context. There was little space for imagination and agency. In conclusion, we consider how we might create such a space.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 2","pages":"428-446"},"PeriodicalIF":1.1,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12572","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143733866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Playing with Strangeness: Principles of Designing Action Scenarios to Promote Creativity in Children 玩陌生：设计行动场景的原则，以促进儿童的创造力

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2025-03-17 DOI: 10.1111/jade.12573

Vicente Blanco, Salvador Cidrás, Estella Freire

{"title":"Playing with Strangeness: Principles of Designing Action Scenarios to Promote Creativity in Children","authors":"Vicente Blanco, Salvador Cidrás, Estella Freire","doi":"10.1111/jade.12573","DOIUrl":"10.1111/jade.12573","url":null,"abstract":"As artists and teachers in a Teacher Training Faculty, we have designed proposals for children that transfer our own experience as creators in the studio to the educational field. In this way, the classroom is configured into a versatile workplace, like the studio, allowing us to carry out and analyse different workshops for children with the aim of promoting creativity. These workshops, which we call ‘action scenarios’ take as references the different processes of creating materials and toys for children used by twentieth-century western artists. This research reflects on the design and implementation of these scenarios with the aim of identifying a series of principles or parameters that can help pre-school and primary school teachers plan, design and distinguish creative proposals in the visual arts. Four principles are identified: play as a principle of exploration, estrangement as an aesthetic principle, doing as a principle of thinking and cooperation as a principle of possibility. These principles are conceived as a flexible tool to explore and understand creativity in the educational field, especially among education professionals without training in the visual arts.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 2","pages":"479-493"},"PeriodicalIF":1.1,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12573","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143640723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Role of Creative Imagination, Illustration and Storytelling in Supporting Social, Emotional and Mental Health in Educational Settings 创造性想象力、插图和讲故事在支持教育环境中的社会、情感和心理健康方面的作用

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2025-03-14 DOI: 10.1111/jade.12574

Ellie Baker

{"title":"The Role of Creative Imagination, Illustration and Storytelling in Supporting Social, Emotional and Mental Health in Educational Settings","authors":"Ellie Baker","doi":"10.1111/jade.12574","DOIUrl":"10.1111/jade.12574","url":null,"abstract":"This paper outlines two collaborative, child-centred art projects I led in school settings as a child mental health expert and artist, which sought to explore how illustration, imagination and creativity can emotionally support, positively empower and visually inspire children to engage with emotional literacy, Adverse Childhood Experiences (ACEs), trauma, and eco-anxiety. These projects brought together my experience as a mental health practitioner, artist and educator, underpinned by an interdisciplinary synthesis of illustration theory, arts therapeutic models and neuroscience, with particular reference to ‘The Manifesto for Illustration Pedagogy’; Sean McNiff's arts therapy Dr Margot Sunderland's research on the importance of imagination to creativity, play and mindfulness; Attention Restoration Theory, Polyvagal Theory, Attachment and Nature Theory. The paper considers the implication of research showing (Kaimal 2017) art activities improve attention, health and wellbeing. Visual self-expression activates reward centres in the pre-frontal cortex, creating reward pathways that enable us to positively regulate our thoughts, actions and emotions (Kaimal 2017), and manage stress, which in turn promotes a capacity to learn and to be socially engaged. Secure attachments to people and nature are vital if children are to manage ACEs and the climate crisis without debilitating stress. I will evidence ways in which we can build these bonds of attachment to nature through imagination, creativity and research. I will demonstrate that opportunities to externalise our inner-world realities through words, image and metaphor, provide a containment that enables children to confront the harshest of outer realities, and empowers them for the future.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 2","pages":"412-427"},"PeriodicalIF":1.1,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143627523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Role of Imagination in Autoethnographic Research 想象力在自述研究中的作用

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2025-03-12 DOI: 10.1111/jade.12570

Abbie Cairns

{"title":"The Role of Imagination in Autoethnographic Research","authors":"Abbie Cairns","doi":"10.1111/jade.12570","DOIUrl":"10.1111/jade.12570","url":null,"abstract":"This paper explores the role of imagination on art and design educators who undertake autoethnographic research in adult community learning (ACL) in the UK. ACL in the UK comprises community-based learning opportunities delivered by local authorities and general further education colleges (Department for Education [DfE] 2019) and provides accredited and non-accredited adult learning, primarily catering to learners aged 19 and above. Artist-teachers in ACL are professional artists and teachers, dedicated to both, who have the competencies needed to work in and through art and ACL. Imagination is central to autoethnographic research, and can therefore be an entry point to a subject or phenomenon understudy for art and design education research. This paper presents a case study of autoethnography as a research process and outcome, which is used to understand what conflicts artist-teachers in ACL face in their role. The case study presented draws upon my own experiences and interview data from 17 artist-teachers in ACL. Drawing on autoethnography, this paper relies on the researcher's imagination to interpret personal experiences and cultural phenomena (Bochner & Ellis 2016). Within the paper, the analysis of the autoethnographic writing is presented separately from the story.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 2","pages":"340-352"},"PeriodicalIF":1.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143608043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ecologies of Collective Imagination 集体想象的生态学

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2025-03-11 DOI: 10.1111/jade.12568

Vlad Glăveanu, Penny Hay, Hannah McDowall, Tom Doust, Shannon Welles, Goldie Chaudhuri, Anne Pender, Mairéad Hurley

{"title":"Ecologies of Collective Imagination","authors":"Vlad Glăveanu, Penny Hay, Hannah McDowall, Tom Doust, Shannon Welles, Goldie Chaudhuri, Anne Pender, Mairéad Hurley","doi":"10.1111/jade.12568","DOIUrl":"10.1111/jade.12568","url":null,"abstract":"Ecologies of collective imagination involve creating and sharing imagination practice. This modest piece of research engaged 10 artists, environmentalists, and educators to think together about how nature can be a source and a driver of the imagination and sense of possibility for individuals and communities. Together we focused on the concept of re-imagining learning, inside and outside, researching the space of imagination and possibility, nature and well-being for future generations. We explored how collective forms of imagination can engage individuals in actions related to environmental awareness and reparative justice, including ways of widening participation by engaging people who may have been excluded from the power of ecological learning and imagination, ultimately building aspiration and responding to change to build hope for the future. The premise of this project is that human lives are lived in the realm of the possible as much as they are in the here-and-now of immediate experience of the more-than-human world. In this project, we are interested in understanding how we imagine our lives as part of nature, focusing on the question “how can we cultivate an awareness of ‘possible lives’ in ways that respect nature and lead to more hopeful futures?” Our methodology will include opening up spaces for dialogue as a method for the construction of new theoretical and creative methodological tools and processes. This article will consider ecological imagination in the context of art and design education, and creative and eco-pedagogies through a multimodal approach, and a combination of visuals, poetry, and narrative.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 2","pages":"494-508"},"PeriodicalIF":1.1,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12568","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143599920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Imaginary Museum: Researching Imagination Through Practices of the Imaginary 想象的博物馆：通过想象的实践研究想象

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2025-03-04 DOI: 10.1111/jade.12564

Kathryn Cutler-MacKenzie, Anna Cutler

引用次数: 0