International Journal of Art & Design Education最新文献_第10页

Incorporating United Nations 2030 Sustainable Future Agenda into the Architectural Studio: A Graduation Studio Case 将联合国2030可持续未来议程融入建筑工作室:一个毕业工作室案例

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-09-16 DOI: 10.1111/jade.12435

Özlem Erdoğdu Erkarslan, Yenal Akgün

{"title":"Incorporating United Nations 2030 Sustainable Future Agenda into the Architectural Studio: A Graduation Studio Case","authors":"Özlem Erdoğdu Erkarslan, Yenal Akgün","doi":"10.1111/jade.12435","DOIUrl":"10.1111/jade.12435","url":null,"abstract":"United Nations (UN) released the 2030 Agenda for Sustainable Development in 2015. This agenda has received attention from various disciplines and sectors globally; partnerships from private and public sectors were formed to play a role in this challenging ambitious plan. However, architectural education and professional organisations in Turkey have not been strongly engaged with the agenda in particular. To meet this gap and create synergy, this paper aims at presenting pedagogical paths followed in a graduation studio, integrating the studio outcomes with UN 2030 Sustainable Development Goals (SDGs), which have not been widely covered either in nationwide architectural education or professional policies. In addition, the paper focuses on how the SDG action plan is echoed in higher education as well as in the discipline of architecture in Turkey. The paper is a case study in architectural education of which the motivation is to create awareness about UN SDGs among the students; to give insights and demonstrate a realistic design policy to achieve development targets. The pedagogical path presented here is original and aims to fulfill an interlude in the literature, which is still emerging. The case presentation includes the process and the results with a sufficient number of student projects as outcomes of the studio.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"41 4","pages":"603-620"},"PeriodicalIF":1.1,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124929486","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: 1

‘Is This Really Europe?’ Migration, Social Practice and the Performance of Global Citizenship 这真的是欧洲吗?“移民、社会实践和全球公民的表现”

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-09-16 DOI: 10.1111/jade.12432

Raphael Vella

{"title":"‘Is This Really Europe?’ Migration, Social Practice and the Performance of Global Citizenship","authors":"Raphael Vella","doi":"10.1111/jade.12432","DOIUrl":"10.1111/jade.12432","url":null,"abstract":"A socially engaged art project conducted in Malta in 2021 brought together a group of participants from different sub-Saharan African countries with artists and researchers to promote civic engagement and cultural inclusion and understand how participants' ideas could be promoted and discussed beyond the workshop. This article addresses one of the project's central themes – citizenship – and argues that democratic participation is enacted in the actual processes of social practice in art. Informed by the principles of Global Citizenship Education, the article highlights its references to human solidarity, empathy and sustainable development and distinguishes them from a notion of citizenship that is framed within the legal, political and physical boundaries of the nation-state. While the segregation of non-citizens in contexts like this can interfere with the development of voices of resistance and a sense of agency among migrants, the article explains how principles of Global Citizenship Education can enrich socially engaged practices in art and education by subverting fixed citizen identities in the performance of pedagogical processes and acts of presentation.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"41 4","pages":"547-561"},"PeriodicalIF":1.1,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124660369","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

Learning Generative Design Methods: Higher Education Students Developing Toolkits 学习生成设计方法:高等教育学生开发工具包

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-09-02 DOI: 10.1111/jade.12433

Jaana Kärnä-Behm

{"title":"Learning Generative Design Methods: Higher Education Students Developing Toolkits","authors":"Jaana Kärnä-Behm","doi":"10.1111/jade.12433","DOIUrl":"10.1111/jade.12433","url":null,"abstract":"In order to achieve successful products and services, design research nowadays is searching for new methods that unify collaboration between professional designers and future users. Developing and using these new design methods is also of interest in design education. In this study, design toolkits are developed to practise participatory design with a user-centric orientation. The purpose of this study is to analyse a case in higher education where students of art and design aimed at becoming craft teachers developed toolkits in design situations appointed beforehand. The literature review of the toolkit shows that a diverse and multidisciplinary field of applications has been developed. The data of the study consist of 24 virtual or physical toolkits made by the students as well as their reflections on their work. The results showed that executing a design process where students in a design situation had to enter into the future user's world creates empathy for designers. Also, various elements connected with the unifying of senses and physical activities were built into the toolkits as well as certain game-like features. The results of this study can be used as basic data concerning making educational insights in design education in higher education.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"41 4","pages":"577-588"},"PeriodicalIF":1.1,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12433","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134503780","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

Intra-spective Event-encounters in Museums: A Pedagogic Practice Among Community Art Educators in Training 博物馆的内省事件遭遇:社区艺术教育者在培训中的教学实践

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-08-18 DOI: 10.1111/jade.12430

Trish Osler, Anita Sinner, Lara El Tannir

{"title":"Intra-spective Event-encounters in Museums: A Pedagogic Practice Among Community Art Educators in Training","authors":"Trish Osler, Anita Sinner, Lara El Tannir","doi":"10.1111/jade.12430","DOIUrl":"10.1111/jade.12430","url":null,"abstract":"This article reflects understandings of artful encounters in relation to ecologies of practice and walking with public art. Introduced as a pedagogic inquiry among art education students training to become teachers in community settings, meaningful event-encounters transpired while walking with the museum. Navigating spaces of becoming-with between body-object-environment encouraged relational positions: self as a/r/tographer, self in relation to artworks, self in relation to a museum space and self in relation to co-participants. Visual, spoken and written responses to artworks were anchored in guiding themes and in an awareness of the artist's creative process. The resultant perceptions are defined in this case as introspective, extrospective and what may be described as intra-spective (reflecting the experience of collaborative exploration). Participant data revealed that the exchange of interpretation becomes a meaningful provocation to one's own assumptions about an artwork. Moreover, intra-spective practice fostered a genuine curiosity about others through the sharing of perspectives in ways that suggest such inquiry offers a pedagogic opening by enhancing focus, stimulating curiosity, and mindfully engaging reflective, affective and reflexive dispositions.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"41 4","pages":"502-516"},"PeriodicalIF":1.1,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125956664","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

Participatory Stakeholder Engagement in Design Studio Education 参与式利益相关者参与设计工作室教育

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-08-15 DOI: 10.1111/jade.12427

Tejas Dhadphale, Brad Wicks

{"title":"Participatory Stakeholder Engagement in Design Studio Education","authors":"Tejas Dhadphale, Brad Wicks","doi":"10.1111/jade.12427","DOIUrl":"10.1111/jade.12427","url":null,"abstract":"Researchers have highlighted the need for ongoing design pedagogy reform in order to reflect worldwide transformations, changing socio-cultural contexts and the expanding scope of design practice. New pedagogical models have emerged in architectural education that incorporate stakeholder perspectives and encourage community engagement. Participatory Design (PD) methodology has become a promising pedagogical approach to engage diverse stakeholders and communities in the design process. The twofold goal of this article is to describe and categorise student learning experiences in an architecture studio and to delineate the benefits of applying PD methodology to architecture studio pedagogy. Students from a graduate level integrated architectural studio participated in the study and led a series of three participatory co-creation activities with diverse stakeholders who were planned for the front, middle and backend of the design process. Observations, questionnaires and interviews were used to describe and categorise student learning experiences as well as determine the benefits of integrating PD methodology into a design studio. The study results demonstrate that participatory activities positively impact student learning experiences as well as greatly enhance student empathy for stakeholders, thus integrating the social and technical aspects of their experience and demonstrating the importance of stakeholder engagement in collective and creative experimentation.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"41 4","pages":"589-602"},"PeriodicalIF":1.1,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12427","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129745587","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

Creative Authenticity: A Framework for Supporting the Student Self in Design Education 创意真实性：设计教育中支持学生自我的框架

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-08-08 DOI: 10.1111/jade.12428

Zachary Vernon, Analee Paz

{"title":"Creative Authenticity: A Framework for Supporting the Student Self in Design Education","authors":"Zachary Vernon, Analee Paz","doi":"10.1111/jade.12428","DOIUrl":"https://doi.org/10.1111/jade.12428","url":null,"abstract":"This article introduces a pedagogical approach in design education referenced as creative authenticity. Creative authenticity is defined as an ongoing process of learning to create through intrinsically motivated, self-aware and self-affirming actions and rationales. The concept is grounded in Constructivist learning theory, Postmodernist views of pluralism and cultural position, Anthony Giddens’ theory of reflexive identities, and scholarship on intrinsic motivation in learning. This ideology seeks to personalise the learning experience for each student in ways that are meaningful to their person, not just useful to the design industry, at large. This conversation proposes four samples of methodology by which to infuse creative authenticity into curriculum as a starting point for shaking off implicit biases; focusing on student learning and growth; initiating meaningful and empowering discussions; and redefining success through collaborative and participatory educational design. This work promotes teaching with creative authenticity as a foundation to help students realise their strengths through their ever-evolving identities. In a broader context, authenticity in education supports marginalised groups to see themselves, their histories and their experiences authentically reflected in their education and work.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"42 1","pages":"6-15"},"PeriodicalIF":1.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12428","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50138777","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: 1

Gender-Based Differences in Academic Achievement in a University Design Program 大学设计专业学业成绩的性别差异

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-08-08 DOI: 10.1111/jade.12429

Philip Crowther, Sarah Briant

{"title":"Gender-Based Differences in Academic Achievement in a University Design Program","authors":"Philip Crowther, Sarah Briant","doi":"10.1111/jade.12429","DOIUrl":"10.1111/jade.12429","url":null,"abstract":"There is a significant amount of research into gender differences in academic performance in the science, technology, engineering and maths (STEM) fields. This has identified important differences between the academic achievement of men and women as measured through grade point averages and time to completion. However, the specific STEM fields of design have not been thoroughly explored. This research investigates the long-term academic performance of a large group of architecture, industrial design, interior design and landscape architecture students at a major Australian university. The study followed the progress of 472 students over an 11-year period. In most fields the academic achievement of students follows expected patterns; the difference in academic grades for male and female students reduces over time. However, in interior design, there are significant differences that increase with time, to the favour of women. A range of social, cultural and contextual influences are discussed including the signature pedagogy of the design studio and the hidden curriculum of design education.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"41 4","pages":"631-643"},"PeriodicalIF":1.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12429","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121484454","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: 2

The Gallery Visitor: Initiating Participation through Play 画廊访客:通过游戏发起参与

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-07-04 DOI: 10.1111/jade.12422

Sarah Ward

引用次数: 1

Negotiating the Art of Protest through Craftivism 通过工艺主义协商抗议艺术

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-06-30 DOI: 10.1111/jade.12421

Lynn Sanders-Bustle

{"title":"Negotiating the Art of Protest through Craftivism","authors":"Lynn Sanders-Bustle","doi":"10.1111/jade.12421","DOIUrl":"https://doi.org/10.1111/jade.12421","url":null,"abstract":"At a time of seemingly endless political and social unrest across the globe, many are reacting strongly to injustices and oppression through protest and other forms of resistance. Key among efforts are the ways that art can be used as a form of activism as is expressed through craftivism or the merging of art and craft. Often associated with domestic and feminist materials, proponents claim that craftivism offers an alternative to more demonstrative forms of protest yet critics claim it to be a mostly white, global north form of activism that lacks inclusivity. This article explores the perspectives of university undergraduates enrolled in an introductory craftivism course to understand how their exploration of craftivism, contributed to or challenged their understanding of protest and activism. In this interpretive inquiry, the researcher examines student's written artefacts and research fieldnotes. Findings suggest that the students gained a greater understanding of their beliefs about protest and the nuances and relational intricacies associated with protest, resistance and social action. They also recognised that acts of resistance, fall along a spectrum of negotiations across varying intentions and can fall short of arresting, dismantling and eradicating injustices and if not carefully implemented can even marginalise or disregard the intentions and ideas of others.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"41 3","pages":"427-445"},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12421","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92314515","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

Abductive Reasoning: A Design Thinking Experiment 溯因推理:一个设计思维实验

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-06-30 DOI: 10.1111/jade.12424

Neal Dreamson, Phyo Htet Htet Khine

{"title":"Abductive Reasoning: A Design Thinking Experiment","authors":"Neal Dreamson, Phyo Htet Htet Khine","doi":"10.1111/jade.12424","DOIUrl":"https://doi.org/10.1111/jade.12424","url":null,"abstract":"Design thinking fundamentally relies on abductive reasoning. Diverse thinking types such as divergent thinking, systems thinking, and empathetic thinking have been adopted in design thinking education. Yet, it is very rare to address abductive reasoning to be integrated in a design thinking course because of deductive validity and inductive strength. In practice, the quality of design thinking is judged from design outcomes in terms of creativity and innovation rather than the application of abductive reasoning in thinking that is necessary for educators to develop diverse instructional strategies for design thinking. Through a design thinking experiment where abductive reasoning was structured for groups of students to modify their chosen fairy stories by challenging identified lessons/values/beliefs, we articulated relevant strategies from case analysis. As a result, we discovered the following six strategies for abductive reasoning: questioning on socially given identity; restructuring a hierarchy of values; de- and re-contextualisation; perspective-taking; being intersubjective through body swapping; and developing imaginative empathy for compassion. The six strategies support pedagogical aspects of design thinking such as collaborative problem-solving and analytic and empathetic engagement; and thus, design educators can use them in developing instructional strategies to facilitate abductive reasoning in design thinking.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"41 3","pages":"403-413"},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92314536","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