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International Journal of Art & Design Education最新文献

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How Children Draw, Write and Tell About Portraying Mixed Emotions in Themselves and Others Children 孩子们如何绘画、写作和讲述自己和其他孩子的复杂情绪
IF 1.1 4区 教育学
International Journal of Art & Design Education Pub Date : 2025-01-10 DOI: 10.1111/jade.12556
Esther Burkitt, Dawn Watling
{"title":"How Children Draw, Write and Tell About Portraying Mixed Emotions in Themselves and Others Children","authors":"Esther Burkitt,&nbsp;Dawn Watling","doi":"10.1111/jade.12556","DOIUrl":"10.1111/jade.12556","url":null,"abstract":"<p>Children alter their drawings in multiple ways depending on whether they are drawing happy, sad or mixed happy and sad experiences. However, their explanations of why they may use features to show emotions may be overlooked in interpretation. The present study therefore used the Draw–Write–Tell paradigm which integrates children's explanations of feature use to explore children's drawn representations of mixed emotional experiences. 92 (42 boys, 50 girls) children between the ages of 6–8 years (6 years 4 months–7 years 11 months, <i>M</i> = 7 years 2 months, SD = 3 months) were recruited on the basis of age from mainstream schools across the South East and South West of the UK. Children were allocated to one of two conditions hearing either a vignette about themselves (<i>n</i> = 46, 22 girls) or another age and gender matched child (<i>n</i> = 47, 27 girls). Following a mixed emotion presence interview, all children competed the Draw–Write–Tell process. Eleven themes of how children explained how they drew mixed emotion experiences emerged following an exhaustive thematic analysis indicating individual, prosocial and cultural influences on their drawing choices. The importance of using this approach when interpreting children's drawings of emotional experiences is discussed.</p>","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 1","pages":"211-226"},"PeriodicalIF":1.1,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12556","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142961398","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
Heritage Appreciation and Awareness: A Child Educational Approach Exploiting Animated Video 遗产欣赏与意识：利用动画影像的儿童教育方法
IF 1.1 4区 教育学
International Journal of Art & Design Education Pub Date : 2025-01-10 DOI: 10.1111/jade.12563
Xin Bian, André Brown, Bruno Marques
{"title":"Heritage Appreciation and Awareness: A Child Educational Approach Exploiting Animated Video","authors":"Xin Bian,&nbsp;André Brown,&nbsp;Bruno Marques","doi":"10.1111/jade.12563","DOIUrl":"https://doi.org/10.1111/jade.12563","url":null,"abstract":"<p>This article describes the motivation, aims, and consequent processes involved in designing an engaging and informative animated educational video that explains the historical exploitation of the Mount Dagushan iron ore mine in China. The mine is recognised as the deepest in China. It has been the source of raw material for the Anshan Steel Factory, which is now formally acknowledged as a significant example of heritage architecture. The effectiveness of an animated video created by the authors, regarding knowledge and appreciation of industrial heritage, has been investigated through user testing of early primary school students (grades one to six). The research presented here reports on the success of instructional design using digital storytelling as an animated video in conveying knowledge of industrial heritage, and its associated cultural and societal influences. This has included gathering primary education students' feedback and opinions in China through a survey. The research aims to illustrate how Industrial Heritage education can foster engagement in, and awareness of, important connected histories.</p>","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 1","pages":"286-304"},"PeriodicalIF":1.1,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404690","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
What Drives Design Education in Korean Classrooms? The History of South Korea's National Curriculum and Some Proposals for Design Education in Its Current Iteration 韩国课堂设计教育的动力是什么？韩国国家课程的历史及其对当前设计教育的几点建议
IF 1.1 4区 教育学
International Journal of Art & Design Education Pub Date : 2025-01-10 DOI: 10.1111/jade.12553
Seolyung Choi, Eunryung Hyun
{"title":"What Drives Design Education in Korean Classrooms? The History of South Korea's National Curriculum and Some Proposals for Design Education in Its Current Iteration","authors":"Seolyung Choi,&nbsp;Eunryung Hyun","doi":"10.1111/jade.12553","DOIUrl":"10.1111/jade.12553","url":null,"abstract":"<p>In South Korea, the National Curriculum and textbooks, especially within design education, are closely intertwined. The Curriculum is critical in establishing educational goals and standards for each subject, acting as a blueprint for schooling. Textbooks, which must be approved, are designed to align with this Curriculum. This article introduces new content for design textbooks guided by the 2022 Curriculum revisions, highlighting the importance of using design to solve real-world problems and the potential for interdisciplinary collaboration. Consequently, this article puts forth the following proposed content to be included in the forthcoming design textbook: recognising and appreciating exemplary design in everyday life, acquiring diverse knowledge to foster creative problem-solving skills, and comprehending the significance of design for all individuals.</p>","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 1","pages":"177-190"},"PeriodicalIF":1.1,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142939876","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
Graphic Design Education in the Era of Text-to-Image Generation: Transitioning to Contents Creator 文本-图像生成时代的平面设计教育：向内容创造者的过渡
IF 1.1 4区 教育学
International Journal of Art & Design Education Pub Date : 2025-01-10 DOI: 10.1111/jade.12558
Younjung Hwang, Yi Wu
{"title":"Graphic Design Education in the Era of Text-to-Image Generation: Transitioning to Contents Creator","authors":"Younjung Hwang,&nbsp;Yi Wu","doi":"10.1111/jade.12558","DOIUrl":"10.1111/jade.12558","url":null,"abstract":"<p>The advancement of generative artificial intelligence (AI) presents innovative opportunities and new challenges across various industries and academic fields. Particularly, recent advancements in generative AI, which can create images from text, are introducing new challenges in the field of graphic design education. This study discusses methods of graphic design education utilising generative AI, based on workshops conducted in the \"Visual Culture and Contemporary Art\" course in the first semester of 2023. Students utilised generative AI, such as Midjourney and DALL-E, based on the \"Technology Pedagogical Content Knowledge (TPCACK)\" model, to create posters depicting European design history. Through the analysis of case studies and survey results, researchers confirmed that graphic design education in the era of generative AI requires different educational goals and methods from those of traditional education. Students require AI visual literacy skills to accurately convey images using suitable keywords. Additionally, it was discovered that preliminary design processes such as trend analysis and research have become more crucial. Additionally, educators should provide students with opportunities to derive creative keywords through graphic storytelling and present a vision as content creators who combine science, art, and technology. This research provides guidelines for the roles of graphic designers and the direction of visual design education in the era of generative AI.</p>","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 1","pages":"239-253"},"PeriodicalIF":1.1,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12558","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142961395","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
Your Session Has Expired: Art, Education and Timing Out 您的会期已过：艺术、教育和超时
IF 1.1 4区 教育学
International Journal of Art & Design Education Pub Date : 2024-11-26 DOI: 10.1111/jade.12545
Claire Penketh
{"title":"Your Session Has Expired: Art, Education and Timing Out","authors":"Claire Penketh","doi":"10.1111/jade.12545","DOIUrl":"10.1111/jade.12545","url":null,"abstract":"","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"514-518"},"PeriodicalIF":1.1,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142718246","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
Out of Time, Pedagogy, Temporality and the Affective Encounter. Film and Moving Image Making Practice in Art Education 超时空、教育学、时间性与情感交汇。艺术教育中的电影和动态影像制作实践
IF 1.1 4区 教育学
International Journal of Art & Design Education Pub Date : 2024-11-07 DOI: 10.1111/jade.12535
Joanna Fursman
{"title":"Out of Time, Pedagogy, Temporality and the Affective Encounter. Film and Moving Image Making Practice in Art Education","authors":"Joanna Fursman","doi":"10.1111/jade.12535","DOIUrl":"10.1111/jade.12535","url":null,"abstract":"<p>This article explores how lens-based practices can articulate and respond to art education phenomena. The affective turn in education and appearances of education in artists’ film and moving-image are explored to help identify different appearances and experiences of art education pedagogy. Interspersed by clip descriptions from students and my affective descriptions of watching Être et avoir by Nicolas Philibert, and writing about a film made for the Freelands Foundation SHIFT series, I examine how using moving-image practice to make a collaborative film in a college of further education in the West Midlands, England can dislocate art education pedagogy from Saul's parcelled and segmented time towards affective encounters and out-of-time, temporal experiences. Deleuze's time-image film theory is explored to position pedagogy as a distinct, affective and temporal phenomena in Art Education and is used to compare the experience of both the making of and watching a film in an education context.</p>","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"599-614"},"PeriodicalIF":1.1,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596542","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
Thinking About Drawing As Cause and Consequence: Practical Approaches in Time 思考绘画的因果关系：时间的实用方法
IF 1.1 4区 教育学
International Journal of Art & Design Education Pub Date : 2024-11-06 DOI: 10.1111/jade.12542
Simon Grennan, Miranda Matthews, Claire Penketh, Carol Wild
{"title":"Thinking About Drawing As Cause and Consequence: Practical Approaches in Time","authors":"Simon Grennan,&nbsp;Miranda Matthews,&nbsp;Claire Penketh,&nbsp;Carol Wild","doi":"10.1111/jade.12542","DOIUrl":"10.1111/jade.12542","url":null,"abstract":"<p>This paper, a conversation between Simon Grennan, Carol Wild, Miranda Matthews and Claire Penketh, explores drawing as cause and consequence, applying Grennan's thinking to three drawings as a means of exploring and exemplifying ideas discussed in his keynote at the iJADE Conference: Time in 2023. Following an initial introduction to key ideas that were raised for that audience, the paper explores the ways that three particular drawings operate, with temporality offering one of a number of ways that they may be explored. The paper centres on three questions: (i) What might students learn are the different purposes of drawing? (ii) How might students adjudicate the status of drawn traces? (iii) How might students adjudicate the value of drawing activities?</p>","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"534-546"},"PeriodicalIF":1.1,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12542","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142594715","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 Ritornello Pedagogy: Troubling School Art Orthodoxies Ritornello 教学法：对学校艺术正统观念的质疑
IF 1.1 4区 教育学
International Journal of Art & Design Education Pub Date : 2024-11-05 DOI: 10.1111/jade.12533
Georgia Sowerby, Tabitha Millett
{"title":"A Ritornello Pedagogy: Troubling School Art Orthodoxies","authors":"Georgia Sowerby,&nbsp;Tabitha Millett","doi":"10.1111/jade.12533","DOIUrl":"10.1111/jade.12533","url":null,"abstract":"<p>In the studio, there are routines and rituals to be observed. One of those is making gesso. The quantities change each time and the ingredients vary, but the mechanical process remains the same: soak rabbit skin glue for 3 hours, double burner melt the glue, sieve in champagne chalk whiting, stir slowly, and tap the sides to remove air bubbles. Brush on first layer. Dry. Sand. Repeat × 10. Out of repetition each new territory is unique with its own lumps, drips and curves on a straight edge board. Making gesso is a kind of ritornello. Drawing on Deleuze and Guattari, a ritornello is a repetition leading to a transformation; it is a methodical kind of time that is rhythmic, local and spatiotemporal. It contravenes the idea of a universal, overarching time to consider heterogeneous, plural experiences of time in the art classroom. Ritornellos exist in both the studio and the art classroom, but in the art classroom, they often sediment into endless repetitions without rupture: tonal scales, colour wheels, drawing grids and pastiche. We apply the concept of ritornello to pedagogy in Secondary Art and Design education to think about school art orthodoxies and how they can be reterritorialised.</p>","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"572-582"},"PeriodicalIF":1.1,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12533","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142588630","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
Time: Friend or Foe 时间是敌是友
IF 1.1 4区 教育学
International Journal of Art & Design Education Pub Date : 2024-10-31 DOI: 10.1111/jade.12532
Moulis Charlotte
{"title":"Time: Friend or Foe","authors":"Moulis Charlotte","doi":"10.1111/jade.12532","DOIUrl":"10.1111/jade.12532","url":null,"abstract":"<p>Using many years of experience in the UK's state primary schools, I consider that a limited understanding of time has damaging implications for both pupils and adults within the education system. The sector neglects the fact that time has much potential, many definitions and is a powerful influence on man. I share how education took clock-time and manipulated it to an extreme, leading to the rule clock-time now has over our schools. We are being held to account by time, and it has become our foe; however, I believe that it can become our friend. I explain why education should accept time's many facets and use them to help reshape its structure and practice. Time, in educational spaces, could be understood and experienced differently, taking in to account the human and all manner of other relevant things, for the greater good. This article began as a combined work of spoken word, poetry recital and research paper.</p>","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"561-571"},"PeriodicalIF":1.1,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142561775","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 Pedagogical Power of Paper 纸张的教学力量
IF 1.1 4区 教育学
International Journal of Art & Design Education Pub Date : 2024-10-29 DOI: 10.1111/jade.12543
Suzanne Rodgers
{"title":"The Pedagogical Power of Paper","authors":"Suzanne Rodgers","doi":"10.1111/jade.12543","DOIUrl":"10.1111/jade.12543","url":null,"abstract":"<p>In this research, I explore the potential of a material-led, embodied pedagogical approach to cultivate diverse modes of thinking, knowing and becoming within a pre-GCSE curriculum. Drawing from my experiences as both an artist and educator, I acknowledge the transformative power inherent in recognising the agency of all forms of matter, whether human or non-human. Through the implementation of a project titled ‘To Play,’ which utilises paper as a primary pedagogical tool, I engaged Year 9 Art and Design students. Qualitative data collected over a six-week period underpins the analysis, with a particular emphasis on understanding students' experiences with material-led processes. The findings highlight the potential of material-led pedagogies to empower students and challenge anthropocentric perspectives, offering valuable insights for enhancing pre-GCSE art education and harnessing the educational potential of materials. This study contributes to the ongoing discourse in art education by emphasising the importance of embodied, experiential learning approaches that prioritise creativity, exploration and critical engagement with the world around us.</p>","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"583-598"},"PeriodicalIF":1.1,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142541352","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
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