International Journal of Art & Design Education最新文献_第4页

The Art of Becoming a Visual Arts Teacher – the Wildebeest, the Feeling-Beast and the Cat 成为视觉艺术教师的艺术--百灵鸟、感觉兽和猫

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-15 DOI: 10.1111/jade.12522

Annika Hellman

{"title":"The Art of Becoming a Visual Arts Teacher – the Wildebeest, the Feeling-Beast and the Cat","authors":"Annika Hellman","doi":"10.1111/jade.12522","DOIUrl":"10.1111/jade.12522","url":null,"abstract":"In this article, I ask what becoming a sustainable visual arts teacher might look like, and how a sustainable teaching practice might be created. The problem for education, and teachers’ becoming, is that formal schooling presumes how life should be lived there, how the assemblage of learning should be composed and the prescribed identities of humans and objects. This article aims to explore visual arts teachers’ becoming as a relational and entangled process. A Deleuze and Guttarian framework for thinking about the becoming(-teacher) involves relational and differentiated co-becoming that fold, unfold and refold in the process of becoming. The research questions of this article explore the potentials of the concept of becoming animal to activate and facilitate thinking differently about visual arts teachers’becoming. By mapping the academic degree project of one visual arts teacher student, this research investigates how multiple lines of becoming a visual arts teacher change and intermingle through the degree project. The results shows that animal becoming creates new sensitivities, dilating one's perception as a teacher. Sustainable teacher becoming involves the balancing (cat-)act of not only following molar lines of the curriculum, or the idols of pedagogy, but also making the curriculum come alive through molecular cat-becoming. Becoming cat means opposing administrative burdens and showing one's claws, as well as developing agility to find new ways of thinking, acting, resting, and finding space for playful inventiveness as a teacher.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 1","pages":"18-31"},"PeriodicalIF":1.1,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12522","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141337039","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

Feminist Pedagogy and Student Collaboration in Open Educational Practices in the Art History Classroom 艺术史课堂开放式教育实践中的女性主义教学法与学生合作

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-14 DOI: 10.1111/jade.12524

Sara Tomoe Ishii-Bear

{"title":"Feminist Pedagogy and Student Collaboration in Open Educational Practices in the Art History Classroom","authors":"Sara Tomoe Ishii-Bear","doi":"10.1111/jade.12524","DOIUrl":"10.1111/jade.12524","url":null,"abstract":"This article examines undergraduate students' experiences in creating open educational resources (OERs) in a contemporary art history course. The construction of OERs reflects an interest in feminist pedagogy and open educational practices, which aim to create a learner-centred classroom that values accessibility, equity, and cultural responsiveness. The article discusses the scaffolded assignment that guided students in researching and writing open access lesson plans. The students' work was subsequently published on the OERTX Repository website. Student-generated materials give learners the opportunity to focus on topics that interest them the most. Such a move is especially valuable since the student demographics represent a high number of women of colour and first-generation students. Given the historical marginalisation of women's and people of colours' voices in art history, the inclusion of women students of colours' research is valuable to art history pedagogy. The results of an anonymous student survey indicate that students felt that coauthoring an OER offered opportunities to communicate their interests and create more meaningful work, while at the same time, they asked for additional support in navigating group work challenges and research needs.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 1","pages":"49-62"},"PeriodicalIF":1.1,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343360","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

Digital Reflective Practice in Textile Design Studio Courses: Perspectives from Pakistan 纺织品设计工作室课程中的数字化反思实践：巴基斯坦的观点

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-11 DOI: 10.1111/jade.12528

Umer Hameed, Mike Mimirinis

引用次数: 0

Employment and Job Creation in the art Sector in Ghana: Evidence from A Tracer Survey of the Higher National Diploma Industrial art 加纳艺术部门的就业和工作岗位创造：工业艺术国家高级文凭跟踪调查的证据

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-11 DOI: 10.1111/jade.12523

Musah Bukari, Ebenezer Kofi Howard, Patrick Osei-Poku

{"title":"Employment and Job Creation in the art Sector in Ghana: Evidence from A Tracer Survey of the Higher National Diploma Industrial art","authors":"Musah Bukari, Ebenezer Kofi Howard, Patrick Osei-Poku","doi":"10.1111/jade.12523","DOIUrl":"10.1111/jade.12523","url":null,"abstract":"In Technical Universities in Ghana, the Higher National Diploma (HND) programmes are well-established higher education programmes for the provision of middle-level manpower needs of the Country. The programmes are considered industry-related, offering students the knowledge and skills required for effective performance at work. However, there is very little tracer survey on the polytechnic/technical university graduate on the relevance of the HND Industrial Art Programmes run in the polytechnics/technical universities, apart from a study on exploring the destinations of Higher National Diploma, Graphic Design graduates in the Ghanaian labour market. Therefore, the study sought to conduct a tracer study on the impact of the HND Industrial Art Programme on the Art Sector in Ghana. To carry out the study, the main objective was to assess the effectiveness and the contribution of the HND Industrial Art Programme to employment and job creation in the Art Sector in Ghana. The Concurrent Triangulated Mixed Method research approach was adopted to undertake the research. From the study, the major finding is that the Painting and Decoration (P/D), Ceramics and Leatherwork options all succeeded in creating jobs/empowering graduates to create their own jobs, but that cannot be said with the Textiles option. The findings have implications for TVET training in the country. It is therefore recommended that appropriate steps should be taken in consultation with the Ghana Tertiary Education Council (GTEC) to have a holistic review of the curriculum to make it relevant for the benefit of this ever-dynamic society.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 1","pages":"32-48"},"PeriodicalIF":1.1,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358224","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

Squiggle Game, from a Psychotherapy to an Educational Creativity Method. Drawing and Designing Together Squiggle Game，从心理疗法到教育创造法。共同绘画和设计

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-10 DOI: 10.1111/jade.12527

Julie Chevalier, Pascal Terrien, Christian Bonnet, Guy Gimenez, Christine Poplimont, Éric Tortochot

{"title":"Squiggle Game, from a Psychotherapy to an Educational Creativity Method. Drawing and Designing Together","authors":"Julie Chevalier, Pascal Terrien, Christian Bonnet, Guy Gimenez, Christine Poplimont, Éric Tortochot","doi":"10.1111/jade.12527","DOIUrl":"10.1111/jade.12527","url":null,"abstract":"The paper presents an experiment with a squiggle game in a design class: a joint drawing activity. The squiggle game, which comes from psychoanalysis, has been adapted to a teaching-learning situation in order to observe how graphic design practices and skills develop through creativity. The hypothesis is that the game impacts the training of participants, including teachers, by developing their creativity through the co-construction that occurs between them. A qualitative methodology based on activity theory has been set up, consisting of two phases of experimentation in a vocational training class in France. The results are based on a semiotic and cognitive analysis of the drawing activity through its components and the participants' discourse about their drawings during self-confrontations. The discussion creates a dialogue between several research paradigms in educational sciences, psychology, and psychoanalysis within artistic disciplines. It leads to the identification of four creativity methods that impact the teaching-learning processes generated by the squiggle game: the game of abstract random drawing in pairs; the figurative patterns sought through combinations of strokes (complementation); opposition between very strong former and current routines of drawing or behaviours; and rebounding from the other's prompts towards new dynamics.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 1","pages":"98-118"},"PeriodicalIF":1.1,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12527","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141361041","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

Arts Practice as the Daily Extraordinary: A Philosophy of Inclusivity 作为日常非凡活动的艺术实践：包容性哲学

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-10 DOI: 10.1111/jade.12520

Miranda Matthews

{"title":"Arts Practice as the Daily Extraordinary: A Philosophy of Inclusivity","authors":"Miranda Matthews","doi":"10.1111/jade.12520","DOIUrl":"10.1111/jade.12520","url":null,"abstract":"To conceive a philosophy of art education that is removed from actual practice would belie the extraordinary experience of developing and making practice. In this article, I propose to explore the philosophical implications of art practice being an experience of the ‘daily extraordinary.’ A view of practice as being at once stretching and comfortable, takes the artist and viewer's responses to the strangeness of the everyday: the delightful, the shocking, or even the miraculous, in what appear to be simple and mundane experiences. If we perceive learning in the arts as a pursuit of ideas, affect and expression that occurs in regular practice, there is an inclusivity that renders both learning in the arts and philosophy of art education accessible to everyone. In this article I will refer to the Goldsmiths Centre for Arts and Learning's research programme of 2022–2023, in which events and connected teaching activities practised being All For the Arts. With visiting speakers, museums and galleries and postgraduate students, CAL researched how the vitality and challenge of art practice, which includes the individualities and expression of persons and histories made ordinary and invisible, could bring the value of learning in the arts to the fore. Including reflections from contributors such as John Baldacchino, A Particular Reality, Carol Wild, Danny Braverman, Raphael Vella, Kevin Tavin and Andrea Kárpáti, we explored inclusivity in art practice from the daily extraordinary of each speaker's developments in educational research. Also, in the company of representatives from arts organisations such as Entelechy Arts, Autograph ABP, Whitechapel Gallery, Young V&A and Bow Arts, we considered the amazing and essential factors of inclusivity in the arts – that could be encountered on a daily basis. I will gather meeting points here among this incredible range of contributors.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 3","pages":"448-465"},"PeriodicalIF":1.1,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12520","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364587","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 Significance of Art Education for the Post-Anthropocene: Non-Philosophy in a Newer Key 艺术教育对后世的意义：新钥匙中的非哲学

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-07 DOI: 10.1111/jade.12518

jan jagodzinski

引用次数: 0

Fugitive Study at University: Moving Beyond Neoliberal Affect Through Aesthetic Experimentation with Space-Times 大学里的逃学：通过时空美学实验超越新自由主义情感

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-07 DOI: 10.1111/jade.12515

Laura Trafí-Prats

{"title":"Fugitive Study at University: Moving Beyond Neoliberal Affect Through Aesthetic Experimentation with Space-Times","authors":"Laura Trafí-Prats","doi":"10.1111/jade.12515","DOIUrl":"10.1111/jade.12515","url":null,"abstract":"The article proposes a relational pedagogy centred on study, to contest the affective condition of the present and how it shapes narratives of young people being disengaged and with a lack of future. In doing so, it draws from affect theory and black radical studies to outline a more complex approach to affect in university experience. It mobilises the concept of study, advanced by Stefano Harney and Fred Moten in their book The Undercommons, to direct attention to less linear and transparent space-times where study, a practice of affecting and being affected by what others do to you and what you do with it, exceeds the frameworks of the university. Further to this, the article connects study and fugitivity to what Moten calls an aesthetics of the break practiced across black studies. In doing so, it links affect to complex spatial-temporal relationalities that emerge from sensuous experimentation and creative speculation, which engage both in university and its escape. These ideas are explored through a participatory study with university students in Manchester, UK called Sensing the Black Outdoors. I present the findings derived from radical sensory-spatial experiments, which led to: (a) visual encounters centred in not looking away and staying with the material presence of blackness and (b) the development of collective experiments with sensory media for feeling and imagining alternative experiences of space and time in the city.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 3","pages":"363-378"},"PeriodicalIF":1.1,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12515","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141374187","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

Akokisa River Pedagogies Akokisa 河教学法

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-07 DOI: 10.1111/jade.12519

Nadine M. Kalin

引用次数: 0

Strategic Design Skills in a Live Project: A Case Study of a Graduate Studio Course 现场项目中的战略设计技能：研究生工作室课程案例研究

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-06 DOI: 10.1111/jade.12525

G. Mauricio Mejía, Yumeng Xie, Luca Simeone, Stephanie Tomlin

{"title":"Strategic Design Skills in a Live Project: A Case Study of a Graduate Studio Course","authors":"G. Mauricio Mejía, Yumeng Xie, Luca Simeone, Stephanie Tomlin","doi":"10.1111/jade.12525","DOIUrl":"10.1111/jade.12525","url":null,"abstract":"As design becomes more oriented towards strategy, services and systems, design learning is no longer something apprentices can develop only with masters’ input and critique. Further, the experimentation and reflection commonly occurring inside studio-based education is insufficient. Real-world or live projects offer an alternative to learning strategic design skills and approaches such as design research, experience prototyping, visioning, co-design or systems thinking. In this paper, we report a case study of a graduate studio live project exploring the use of strategic design skills. The findings suggest that students spend more time on and practice synthesis skills for research, reframing and dealing with uncertainty. They also develop skills for modelling and prototyping to address the need to improve communication with stakeholders. On the contrary, they underdevelop skills such as speculation, stakeholder facilitation and implementation viability. While live projects offer benefits, not all strategic design skills are equally used. Instructors’ main role is to coach students and prepare them to interact with the client. Learning evaluation focuses not only on the process but also on the outcomes.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"44 1","pages":"63-79"},"PeriodicalIF":1.1,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141378531","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