International Journal of Art & Design Education最新文献_第8页

Making Art Explicit: Knowledge, Reason and Art History in the Art and Design Curriculum 使艺术显化:艺术与设计课程中的知识、理性与艺术史

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2023-09-12 DOI: 10.1111/jade.12477

Neil Walton

{"title":"Making Art Explicit: Knowledge, Reason and Art History in the Art and Design Curriculum","authors":"Neil Walton","doi":"10.1111/jade.12477","DOIUrl":"10.1111/jade.12477","url":null,"abstract":"Different and competing conceptions of knowledge have recently been the focus of debate in education, especially art education. The cognitive science conception of knowledge as information processing and storage in long-term memory is especially prominent in educational policy. By contrast, within writing that is directly about art education, discussion of knowledge has often been framed in negative, terms, as reductive, as entailing the imposition of rigid subject content and as antithetical to art. Taking issue with both these contrasting views, and using a non-empirical, philosophical approach, this article puts forward a case for the centrality of knowledge and reasoning within the art and design curriculum. Specifically, the article draws on inferentialism, a theory that has not previously been applied to art education. The argument presented understands art as discursive and rational, as concept using and reason sensitive, as essentially a disjunctive set of historical-social practices. Art education is then best thought of as a rational-critical introduction to knowing those practices, as making explicit their proprieties, entailments and contradictions and the choices that are thereby made possible. This view emphasises learning in art and design as developing increasing levels of responsibility and commitment by integrating concepts in practice and theory.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"42 4","pages":"574-583"},"PeriodicalIF":1.1,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12477","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878626","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 Green Manifesto for Art, Craft and Design Education 艺术、工艺和设计教育的绿色宣言

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2023-09-12 DOI: 10.1111/jade.12478

Emese Hall

引用次数: 0

Adapting the Flipped Classroom Model to a Design Course in Online Learning Environments: A Case Study 将翻转课堂模式应用于在线学习环境中的设计课程：案例研究

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2023-09-07 DOI: 10.1111/jade.12481

Omer Kocak

引用次数: 0

A Reflection on Dialogic Diving Boards and Decolonising School Art: The African Mask Project 反思对话跳水板与非殖民化学校艺术:非洲面具计划

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2023-09-07 DOI: 10.1111/jade.12476

Will Grant, Malcolm Richards, Ros Steward, Jamie Whelan

{"title":"A Reflection on Dialogic Diving Boards and Decolonising School Art: The African Mask Project","authors":"Will Grant, Malcolm Richards, Ros Steward, Jamie Whelan","doi":"10.1111/jade.12476","DOIUrl":"10.1111/jade.12476","url":null,"abstract":"In this paper, four colleagues working in teacher education reflect on a conversation. The conversation in question was a tangible discussion documented through frequent and purposeful email exchange, exploring traditionalist school art curricula through reference to lived experience, academic theory, and professional anecdote. The primary objective of this dialogic self-enquiry was informal critical analysis of the cultural diversity and positioning of art objects that populate classroom curricula in English schools, starting with the ‘African mask’. The secondary objective of our conversation was exploration of how complex talk on culture and curriculum might be modelled for schoolteachers yet to initiate similar conversations in their own professional contexts. We each provide reflections on the success of our conversation against these objectives and find that while email exchange provided some formal advantages for the structure of our discourse, this was not as we might have expected. The dialogue facilitated a rhizomatic deepening of our individual questioning of culturality in the classroom, which while nourishing was arguably unproductive in instrumental terms. Collectively, our reflections suggest that dialogue may be a critical catalyst for the latter, inherently private work of decolonising one's own critical teaching praxis.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"42 4","pages":"584-596"},"PeriodicalIF":1.1,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12476","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121005447","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

Inclusive Signs: A Teaching and Learning Toolkit to Generate Inclusive Meta-Design Concepts 全纳标志：生成包容性元设计概念的教学工具包

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2023-09-04 DOI: 10.1111/jade.12480

Emilio Rossi

{"title":"Inclusive Signs: A Teaching and Learning Toolkit to Generate Inclusive Meta-Design Concepts","authors":"Emilio Rossi","doi":"10.1111/jade.12480","DOIUrl":"10.1111/jade.12480","url":null,"abstract":"The value introduced by informed teaching practices on Design for Social Inclusion is becoming widely accepted by many Design programmes worldwide, though students frequently struggle to propose novel concepts and design ideas from which to develop inclusive solutions. Both teachers and students often employ stereotyped concepts that ultimately lead them to propose ‘disabling solutions’. This inevitably brings emphasis on the urgency to equip students with original tools through which to design meaningful inclusive artefacts. This article presents ‘Inclusive Signs’, an innovative toolkit for students of Design programmes interested in making innovative solutions that adhere the Social Inclusion's key vision and broader concept. Tests carried out in university contexts with groups of students and designers resulted in an innovative range of inclusive ideas and projects showing the potential to include the toolkit within innovative teaching practices. Therefore, the toolkit easily allows students of Design programmes to get more awareness on how to develop original design processes and ideas closely linked to Social Inclusion.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 2","pages":"162-177"},"PeriodicalIF":1.1,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12480","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129338507","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

Art Now: Local Issues, National Concerns and International Significance 当代艺术：地方问题、国家关切和国际意义

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2023-08-07 DOI: 10.1111/jade.12472

Claire Penketh

引用次数: 0

Teachers Curating Virtual Exhibitions for Learning Visual Arts: A Study of Impact and Effectiveness 教师为学习视觉艺术策划虚拟展览：影响和有效性研究

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2023-07-25 DOI: 10.1111/jade.12471

Cheung-On Tam, Claire Ka-Yan Hui

{"title":"Teachers Curating Virtual Exhibitions for Learning Visual Arts: A Study of Impact and Effectiveness","authors":"Cheung-On Tam, Claire Ka-Yan Hui","doi":"10.1111/jade.12471","DOIUrl":"https://doi.org/10.1111/jade.12471","url":null,"abstract":"Although visual arts teachers have free access to high quality online artwork images offering them immense teaching resources, making meaningful use of them remains a pedagogical challenge. During the COVID-19 pandemic, the transition from face-to-face to online teaching caused an immediate need for teachers to enhance their digital competencies and technological capability for planning and delivering a blended art curriculum. Herein, I propose a ‘teacher-curator pedagogy’ via a study in six primary and secondary schools in Hong Kong to assess its effectiveness. The study took place in the academic year of 2021-22 with 331 student participants. The proposed pedagogy puts visual arts teachers in the role of ‘digital curators’ who create virtual exhibitions for teaching art appreciation and artmaking. This paper addresses the theoretical framework, implementation strategies, and the results of the study highlighting its effectiveness, impact and limitations on teaching when using teacher-curated virtual exhibitions in both physical and virtual learning contexts. It was found that the technological capacity and confidence of the teacher participants was enhanced through the use of online resources and virtual exhibition tools. Making use of the 3D presentation of exhibits in themes and context through digital content curation, the teachers engaged students with deep interaction through the blending of online and face-to-face teaching. However, the proposed pedagogy was limited by the high demand of training and preparation work, hardware and software support, and difficulties in assessing and monitoring learning beyond class.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"42 3","pages":"469-485"},"PeriodicalIF":1.1,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12471","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50143920","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

Design for Narrative Change. A Pedagogical Model for Interactive Digital Narratives 叙事变化设计。交互式数字叙事的教学模型

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2023-07-16 DOI: 10.1111/jade.12468

Ilaria Mariani, Mariana Ciancia

{"title":"Design for Narrative Change. A Pedagogical Model for Interactive Digital Narratives","authors":"Ilaria Mariani, Mariana Ciancia","doi":"10.1111/jade.12468","DOIUrl":"https://doi.org/10.1111/jade.12468","url":null,"abstract":"Narratives mirror shared interpretations of the world. Still, dominant narratives prevail, pushing non-hegemonic narratives in the corner. A change in the creation, interaction and distribution of narratives can support the design of counter-narratives able to feed social change. Interactive Digital Narrative (IDN) can be considered an emerging experimental context in which designers, researchers and practitioners from various domains operate to develop story-based content addressing relevant social or societal issues. The IDN social constructivist role in encouraging or influencing individuals and collectivities towards social change is a relevant design issue especially from an educational perspective. Specifically, it features methodologies and praxis not yet systematised, in need of exploration and formalisation. Recognising the contribution of an approach combining transdisciplinary methods and tools, the article presents a pedagogical model for designing IDNs as complex interactive systems able to impact culture and society based on empirical study from a design course in the higher education context. Composed of theoretical and operational frameworks, the pedagogical model orients the multilayered design process for building engaging, interactive narrative artefacts systematising and operationalising knowledge from the domains of Communication for Social Change, storytelling and IDN in an iterative design process.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"42 3","pages":"384-401"},"PeriodicalIF":1.1,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12468","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50134570","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

Analysing Creative Design Process: A Set of Tools to Understand Activity in its Socio-cultural and Historic Context 分析创意设计过程：一套在社会文化和历史背景下理解活动的工具

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2023-07-16 DOI: 10.1111/jade.12467

Brenda Saris, Stephanie Doyle, Judith Loveridge

{"title":"Analysing Creative Design Process: A Set of Tools to Understand Activity in its Socio-cultural and Historic Context","authors":"Brenda Saris, Stephanie Doyle, Judith Loveridge","doi":"10.1111/jade.12467","DOIUrl":"https://doi.org/10.1111/jade.12467","url":null,"abstract":"Previous theoretical frameworks used to research and explain creative design processes tend to privilege individual expression and not address the context in which the process occurs. This is problematic due to the ways in which creative activities are embedded in and shaped by socio-cultural and historic contexts. In this article we focus on the ways in which cultural historic activity theory (CHAT) and its analytical activity systems can be used to reveal creative processes in context. We draw on the tools and concepts of CHAT and data from a study of visual communication design (VCD) students and lecturers situated within a transnational higher education (TNHE) context at a university in China. An analytical framework was constructed to research practices used in creative design process learning. The dynamic nature of CHAT offers design process research methods a set of analytical tools to capture the powerful parts played by artifacts and interactions within specific sociocultural and historic learning contexts.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"42 3","pages":"439-453"},"PeriodicalIF":1.1,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12467","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50134569","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 Unique Qualities of Junior Cycle Visual Art Education in Ireland 爱尔兰少年周期视觉艺术教育的独特性

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2023-07-14 DOI: 10.1111/jade.12466

Avril Buttle, Isobelle Mullaney

{"title":"The Unique Qualities of Junior Cycle Visual Art Education in Ireland","authors":"Avril Buttle, Isobelle Mullaney","doi":"10.1111/jade.12466","DOIUrl":"https://doi.org/10.1111/jade.12466","url":null,"abstract":"The aim of this paper is to ascertain the main subject qualities in Junior Cycle (JC) Visual Art (VA) in The Republic of Ireland, and whether these qualities are unique to the subject. The context of JC VA education is outlined through the exploration of its values, aims and objectives as well as investigating the subject's unique qualities. A mixed methods research approach was used to analyse three years of Department of Education Subject Inspection Reports for VA to explore the qualities of VA education. Seven published JC Subject specifications, including the VA specification were analysed using word frequency measurements with the aim of exploring the qualities of JC VA and whether these qualities are unique to the subject. Semi-structured interviews were also held to explore the issues arising and aim to capture some of the thoughts of VA curriculum experts, school leaders and VA teachers. Through the analysis of word frequencies, it can be concluded that the VA specification highlights creativity, problem-solving, collaboration and reflecting as dominant qualities in VA education and similarly, the Inspection Reports present the same findings. However, it is important to note that these qualities are also found in other subject areas though not as strongly or frequently. The interview process highlighted similar findings concluding that VA education “lends itself” to the above qualities however the subject cannot claim them as solely unique to the VA classroom.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"42 3","pages":"486-502"},"PeriodicalIF":1.1,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50141455","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