International Journal of Art & Design Education最新文献_第3页

Sharing Space and Time in Participatory Artistic Practice 在参与式艺术实践中共享空间和时间

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-10-24 DOI: 10.1111/jade.12534

Marike Hoekstra

引用次数: 0

Crip Time Travels Through the Membrane and Vortex: An Autoethnographic Inquiry of Neurodivergent Student Temporality in Higher Art Education Crip Time Travels Through the Membrane and Vortex：高等艺术教育中神经变异学生时间性的自我民族志研究

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-10-24 DOI: 10.1111/jade.12538

Timothy J. Smith

{"title":"Crip Time Travels Through the Membrane and Vortex: An Autoethnographic Inquiry of Neurodivergent Student Temporality in Higher Art Education","authors":"Timothy J. Smith","doi":"10.1111/jade.12538","DOIUrl":"https://doi.org/10.1111/jade.12538","url":null,"abstract":"Crip time is a fluid term with various definitions that pertain to the ways that disabled people experience time. In one sense, the effects of crip time can be constraining, particularly when it results in an encounter with ableist institutional and societal barriers. But crip time can also take on a liberatory form as a mode of resistance and a catalyst for structural change. This autoethnographic inquiry explores these various manifestations of crip time and will take form as a kind of crip time travel endeavour that recounts my experiences of temporality as a neurodivergent university art student. Framed through the mental imagery of the membrane and the vortex, I discuss the ways in which my neurodivergent student temporality collided and conflicted with the rigid temporal frameworks of neoliberal higher art education (HAE). I particularly focus on how HAE segments its programming into academic and artistic curricular time. I detail my difficulties keeping up with the academic curricular time to such an extent that the studio time and community time of artistic curricular time became lost or displaced time. Based on this crip time travel inquiry, I will acknowledge and move beyond a confining conception of crip time to offer insights into the liberatory potential of crip time towards reimagining temporal relations, reconceiving student success and opening time for neurodivergent students for critical making and thinking among a community of artist peers and mentors in HAE.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"683-697"},"PeriodicalIF":1.1,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142737549","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

Broken Time: On the Fragmentation of the Experience of Art School and the Impact on Identity Formation and Ttransformation 破碎的时光：论艺术学校经历的碎片化及其对身份形成和转变的影响

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-10-24 DOI: 10.1111/jade.12540

Magnus Quaife

{"title":"Broken Time: On the Fragmentation of the Experience of Art School and the Impact on Identity Formation and Ttransformation","authors":"Magnus Quaife","doi":"10.1111/jade.12540","DOIUrl":"10.1111/jade.12540","url":null,"abstract":"This paper explores how increases in modularisation, elements of professional practice and even our relationship to screens and social media are amongst the factors that have changed the way time is experienced in higher fine art education. I draw upon my experience as a student, educator and pedagogical researcher to propose that identity formation and/or transformation are amongst the key functions of higher education in fine art in the West; that becoming an artist involves complex process of socialisation and individuation; and that these processes take time. I speculate that time is something which was once experienced comparatively smoothly but has been striated and fragmented by various factors including an increased focus on employability, the presence of social media, and not least various post Bologna interpretations at national or local level of the introduction of units and modules to comply with standardised credit systems. I propose that the combined effect of these factors amongst others distracts students from the middle by focusing them on micro destinations that deflect from developing a practice and impacts on these potentials.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"646-658"},"PeriodicalIF":1.1,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490889","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

Autoethnographical Research on the Experience of Identity Change as an Artist, Teacher and Teaching Artist 关于艺术家、教师和教学艺术家身份转变体验的自传体研究

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-10-16 DOI: 10.1111/jade.12537

Ok-Hee Jeong

{"title":"Autoethnographical Research on the Experience of Identity Change as an Artist, Teacher and Teaching Artist","authors":"Ok-Hee Jeong","doi":"10.1111/jade.12537","DOIUrl":"10.1111/jade.12537","url":null,"abstract":"An autoethnographic exploration of identity formation raises the question of how individuals inhabit, negotiate, accommodate and resist the social groups to which they belong, continually coming to terms with who and what they are. This paper discusses, through this researcher's autobiographical exploration, the ways in which pedagogical discourse and practice produce identities that are constructed within the broader sociocultural context of arts education. As an art educator who has been learning and teaching in the Korean sociocultural context since the 1970s, I have experienced the struggle between my identity as an artist and my identity as a teacher amidst the changes in educational ideology reflected in the Korean national curriculum, which is a set of pedagogical discourses and practices that are constructed within a particular sociocultural context. It can be said that my autobiographical narration has important implications for the practice of art education in connecting individuals and society in an ambiguous and complex future society by enhancing theoretical understanding of wider social phenomena. In this paper, the narrative interpretation of my changing identity as an artist, an art teacher and a teaching artist provides a timely insight into identity shifts in how the artwork we encounter and our perceptions of art are shaped and transformed by our own cultural experiences and recollections of our own personal experiences within the interconnectedness of art and education across time.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"671-682"},"PeriodicalIF":1.1,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12537","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444493","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

Creativity, Practical Ability, Self-Identity: Public Art Practice with Primary School Students in China 创意、实践能力、自我认同：中国小学生的公共艺术实践

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-08-06 DOI: 10.1111/jade.12531

Haiou Song, Shuai Chen, Muhizam Mustafa

{"title":"Creativity, Practical Ability, Self-Identity: Public Art Practice with Primary School Students in China","authors":"Haiou Song, Shuai Chen, Muhizam Mustafa","doi":"10.1111/jade.12531","DOIUrl":"https://doi.org/10.1111/jade.12531","url":null,"abstract":"Public art is increasingly recognised for its pedagogical value, especially in higher education, where it enhances institutions’ educational outcomes and expands students’ learning experiences. However, its potential in basic education remains under-exploited. This study aims to bridge the gap by investigating how public art is effectively integrated into school curriculums and the educational benefits it offers students in their learning journey. Researchers, therefore, designed a student-centred public art intervention project, Dreams and Hopes, at a Chinese nonprofit primary school incorporating the school's educational goals. The project recruited 5th and 6th graders to create a giant mosaic mural for the campus’ public space during the school's club and regular curriculum. To determine the educational benefits of the public art practice, researchers collected qualitative data using ethnographic methods in the project. The results showed that students at different stages (design, making, exhibition) gained competencies in three key themes: creativity (divergence, convergence, expression), practical ability (operation, innovation, collaboration), and self-identity (satisfaction, achievement, confidence). These competencies align with the school's educational goals and enhance students’ learning experience. Problem-based guidance, a relaxed and enjoyable atmosphere, effective communication and a connection to reality are essential to these critical competencies. The study reveals that public art may support educational goals and benefit students. It also enhances the practical experience of public art in basic education and provides a model of intervention to educators. The study recommends that schools actively collaborate with external resources, emphasise the art practice's educational value, and provide platforms for student arts participation.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 1","pages":"132-148"},"PeriodicalIF":1.1,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404400","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

Revisiting Art's Education 重新审视艺术教育

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-07-25 DOI: 10.1111/jade.12529

Dennis Atkinson, John Baldacchino

引用次数: 0

Trying to Undo the Colonialities of Arts Education: The Construction of a Workbook as Curriculum-(Un)Making 试图消除艺术教育的殖民主义色彩：构建作为课程的工作手册--（不）制作

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-07-03 DOI: 10.1111/jade.12511

Cat Martins, Samuel Guimarães

引用次数: 0

Creative Pedagogies: School Without Walls and Forest of Imagination 创意教学法：无墙学校和想象森林

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-18 DOI: 10.1111/jade.12512

Penny Hay

引用次数: 0

Intersectional and Decolonial Perspectives on an Incorporeal Materialism: Towards an Elemental Philosophy of Art Education 从跨学科和非殖民化视角看无实体的唯物主义：迈向艺术教育的要素哲学

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-16 DOI: 10.1111/jade.12517

David Rousell, Anna Hickey-Moody, Jelena Aleksic

{"title":"Intersectional and Decolonial Perspectives on an Incorporeal Materialism: Towards an Elemental Philosophy of Art Education","authors":"David Rousell, Anna Hickey-Moody, Jelena Aleksic","doi":"10.1111/jade.12517","DOIUrl":"https://doi.org/10.1111/jade.12517","url":null,"abstract":"Considering art and its educative potentials as a living experiment with the body's elemental constitution and modes of organisation, this article engages water, earth, air, and fire as milieus through which a body learns to sense, move, and act in the world differently. This leads to a series of propositions for an elemental philosophy of arts education, which recognises the intersectional and decolonial potentials of bodies, and strives to amplify and proliferate these potentials through creative pedagogic practices. If, as Elizabeth Grosz (2017) proposes, “the chain of evolutionary emergence is unbroken not only materially but also conceptually” (p. 250), then arts education offers an expression of the body's incorporeal and material potentials as they change and evolve through time. Further to this position, we argue that arts education has the potential to radically reframe relationships with water, earth, air, and fire in ways that resist their co-option as tools of colonialism and intersecting categories of oppression.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 3","pages":"343-362"},"PeriodicalIF":1.1,"publicationDate":"2024-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12517","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141967929","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

A Necessary Shift in Design Education: From Outputs to Outcomes 设计教育的必要转变：从产出到结果

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-16 DOI: 10.1111/jade.12521

Aidan Rowe

{"title":"A Necessary Shift in Design Education: From Outputs to Outcomes","authors":"Aidan Rowe","doi":"10.1111/jade.12521","DOIUrl":"https://doi.org/10.1111/jade.12521","url":null,"abstract":"Traditionally, design – and by extension design education – has focused on the creation of distinct outputs (forms, artefacts, and objects) that satisfy a specific purpose and need. Historically these needs – and often the designed outputs themselves – have been dictated not by the designer but by clients and also through established disciplinary practices. Design was broadly framed as a commercial industry, where a client needed something (a poster, a chair) and the designer provided the requested output. Design education practices grew out of a master-apprentice approach, where students often learned by recreating idealized outputs repetitively. This didactic and skills-acquisition approach was sufficient when design focused on distinct fields (e.g., graphic, industrial, or fashion design), specific outputs, and traditionally understood challenges. As the field of design has expanded – in the scope of practice, the complexity of challenges tackled, and the range of collaborators – there is a need to re-examine our pedagogy. Traditional design education approaches are insufficient for the role that design needs to play in the 21st century. In this paper, I argue that a critical consideration of this re-examination is the reframing of a central tenet of design education, which is the production of outputs. Instead, what is needed is a re-focus considering the outcomes of design practice – the processes involved, and the effects of our design actions and artefacts. I identify seven principal and interconnected factors that drive the need for this shift in focus.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 1","pages":"4-17"},"PeriodicalIF":1.1,"publicationDate":"2024-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404767","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