International Journal of Art & Design Education最新文献

{"title":"The Neuroaesthetics of Art and Design Education","authors":"Carol Wild","doi":"10.1111/jade.12539","DOIUrl":"10.1111/jade.12539","url":null,"abstract":"<p>Teaching is increasingly defined through the syntax of cognitive science, by retrieval practice, spaced learning, and interleaving, generating a computational rhythm for learning as a system of inputs and outputs that builds up an individual's memory over time. This, I argue, is at odds with the choreography of art and design education as an aesthetic, social, and material practice. An alternative mapping is required to fully understand the chronology of learning that takes place in and through the subject of art and design with human and nonhuman others. Drawing from a review of research in the field of Neuroaesthetics, I will seek to defend the unique temporality of art and design education and imagine different visualisations of learning in the subject beyond the computational.</p>","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"547-560"},"PeriodicalIF":1.1,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12539","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142541374","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}

{"title":"Never Enough Time","authors":"Christopher Samuel","doi":"10.1111/jade.12541","DOIUrl":"10.1111/jade.12541","url":null,"abstract":"&lt;p&gt;Introduction to the artist: My name is Christopher Samuel.&lt;/p&gt;&lt;p&gt;I am an artist whose practice is rooted in identity and disability politics, often echoing the many facets of my own lived experience.&lt;/p&gt;&lt;p&gt;Through my artistic practice, I seek to interrogate my own personal understanding of my identity as a black British disabled person impacted by multiple inequalities and marginalisation.&lt;/p&gt;&lt;p&gt;I respond with urgency, humour, and poetic subversiveness to make my work more accessible to a wider audience, allowing others to identify with and relate to a wider spectrum of the human experience.&lt;/p&gt;&lt;p&gt;Caption/Audio Description:&lt;/p&gt;&lt;p&gt;Photo: Christopher (aged 4) with his Mum sitting in a park in South London, circa. 1983. Christopher is standing wearing a striped t-shirt and jeans shorts holding a lollipop in his hand and his mum is sitting next to him on the grass.]&lt;/p&gt;&lt;p&gt;This paper is called Never Enough Time.&lt;/p&gt;&lt;p&gt;Within this paper, I'm going to talk about how time, disability, education and working as an artist all interact.&lt;/p&gt;&lt;p&gt;I'm the eldest of three siblings.&lt;/p&gt;&lt;p&gt;I had a normal birth, but my mum knew something wasn't quite right from when I was very young.&lt;/p&gt;&lt;p&gt;I didn't start walking until I was two, and my mum noticed I was falling over a lot.&lt;/p&gt;&lt;p&gt;I would get easily fatigued and I also complained of being in quite a lot of pain, a lot of the time.&lt;/p&gt;&lt;p&gt;She went to various doctors who told her she was ‘an overzealous young woman who didn't know what she was talking about’, and that I was ‘just a lazy child’.&lt;/p&gt;&lt;p&gt;But she continued to push.&lt;/p&gt;&lt;p&gt;I was at primary school when finally, with the support of a teacher who wrote a letter to support my mum, the medical professionals started to listen.&lt;/p&gt;&lt;p&gt;I was eventually diagnosed as having a neurological disease called Charcot Marie-Tooth (CMT for short) which affects my muscles and nerves.&lt;/p&gt;&lt;p&gt;Caption/Audio Description:&lt;/p&gt;&lt;p&gt;Christopher, aged nine, is sat on the sofa with a science book in his lap. He is hiding his hands which are folded in the photo.&lt;/p&gt;&lt;p&gt;Within the letter it reads, ‘Christopher is a very determined young man who has made a conscious decision to resist the effects of his condition as much as he can. He refuses to accept the term disabled and rejects any connotations of it’.]&lt;/p&gt;&lt;p&gt;Shortly after being diagnosed with CMT, I was forced out of mainstream school and into a special school.&lt;/p&gt;&lt;p&gt;My primary school teacher and social worker both pitched the special school to my mum as a place where I could thrive—that I would not have to worry about being different there, and I would have the right support around me that would empower me.&lt;/p&gt;&lt;p&gt;But it became clear very quickly to my mum and to me that this place was (in my mum's own words) ‘a dumping ground’ for disabled children and children who have been expelled from other schools around the borough.&lt;/p&gt;&lt;p&gt;In this school, there was no attempt to deliver an academic curriculum to us.&lt;/p&gt;&lt;p&gt;Any academic work that we wer","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"519-533"},"PeriodicalIF":1.1,"publicationDate":"2024-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12541","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142536446","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}

{"title":"Disruptive Timetables and Frameworks Within the Gamification of Critique and Peer Review","authors":"Justin B. Makemson","doi":"10.1111/jade.12536","DOIUrl":"10.1111/jade.12536","url":null,"abstract":"<p>Researchers define gamification as the phenomenon of creating “gameful experiences” and the use of “game mechanics” in non-gaming contexts (Deterding <i>et al.</i> 2011; Hamari <i>et al.</i> 2014). Gamification within education is the translation of design elements historically associated with gaming, e.g., embodiment, restructured timetables, probability, risk and reward, into the design of pedagogical approaches towards the goal of increasing student motivation, responsiveness and self-determination. The following article examines the gamification of critiques and peer-reviews as an evidence-based best practice and disruptive innovation before outlining examples of critique games. The critique games in this article disrupt instinctive response frameworks and timetables and provide alternatives to more conventional critique and peer-review practices.</p>","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"631-645"},"PeriodicalIF":1.1,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490890","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}

{"title":"Quick, Quick, Slow: Making Time for Sustainable Photography Practices in Contemporary Higher Education","authors":"Tracy Piper-Wright,&nbsp;Tabitha Jussa","doi":"10.1111/jade.12544","DOIUrl":"10.1111/jade.12544","url":null,"abstract":"<p>As environmental awareness grows, so do questions about the environmental impact of photography, in particular traditional film development and processing, which includes the use of plastics, gelatine and other environmentally harmful chemicals notwithstanding water usage and waste. Pioneering practice and research into sustainable alternatives to conventional processes has quickly established, supported by organisations such as The Sustainable Darkroom. Students in Higher Education are environmentally aware and prepared to take action to mitigate their impacts where possible. As such, there is a coalescence of perceptions within and beyond the classroom which asks to be addressed in the curriculum. This paper draws upon the research project Under a Green Light: A Darkroom for the Future which investigated how university darkroom practices can pivot toward more environmentally friendly methods. The paper describes the learning environment of the darkroom as a space of slowness, immersion and experimentation and the pedagogic value of this for photography students. The paper argues that incorporating environmental awareness into day-to-day teaching through systemic changes to process and practice, rather than through short term curriculum interventions, contributes to transformative learning experiences and promotes positive long-term change.</p>","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"615-630"},"PeriodicalIF":1.1,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12544","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490892","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}

{"title":"Sharing Space and Time in Participatory Artistic Practice","authors":"Marike Hoekstra","doi":"10.1111/jade.12534","DOIUrl":"https://doi.org/10.1111/jade.12534","url":null,"abstract":"<p><i>Gastatelier de Vindplaats</i> is an informal shared art studio in a school building in Amsterdam. Children can join—free of charge—in their own neighbourhood, there is room for everybody to be engaged on their own terms as often as they like, and most materials consist of recycled goods. <i>Gastatelier</i> also aims to be a participatory practice because of the way it engages in school routines, family relations and neighbourhood activities. It is, lastly but distinctively, an artistic residency where artists are allowed time and space to become engaged in a specific social context. After the first year of pioneering, space and time have become essential to understand the methodology of the studio. Artists for example are allowed to spend as much time in the studio as they like, according to the European Unions guideline for artist's residencies, but children's time in the studio remains limited to a weekly hour and a half. The question arises how the role of this unevenly distributed time affects the children's agency of the studio.</p>","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"659-670"},"PeriodicalIF":1.1,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142737550","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}

{"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":"<p>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.</p>","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}

{"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":"<p>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 <i>middle</i> by focusing them on micro destinations that deflect from developing a practice and impacts on these potentials.</p>","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}

{"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":"<p>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.</p>","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}

{"title":"Creativity, Practical Ability, Self-Identity: Public Art Practice with Primary School Students in China","authors":"Haiou Song,&nbsp;Shuai Chen,&nbsp;Muhizam Mustafa","doi":"10.1111/jade.12531","DOIUrl":"https://doi.org/10.1111/jade.12531","url":null,"abstract":"<p>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.</p>","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}

{"title":"Revisiting Art's Education","authors":"Dennis Atkinson,&nbsp;John Baldacchino","doi":"10.1111/jade.12529","DOIUrl":"10.1111/jade.12529","url":null,"abstract":"","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 3","pages":"338-342"},"PeriodicalIF":1.1,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141768553","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}