International Journal of Art & Design Education最新文献_第9页

Learning with the Natural Environment: How Walking with Nature Can Actively Shape Creativity and Contribute to Holistic Learning 与自然环境一起学习：与自然同行如何积极塑造创造力，促进整体学习

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2023-01-10 DOI: 10.1111/jade.12447

Maarit Mäkelä, Bilge Merve Aktaş

{"title":"Learning with the Natural Environment: How Walking with Nature Can Actively Shape Creativity and Contribute to Holistic Learning","authors":"Maarit Mäkelä, Bilge Merve Aktaş","doi":"10.1111/jade.12447","DOIUrl":"https://doi.org/10.1111/jade.12447","url":null,"abstract":"Learning takes place in various spaces through human and nonhuman interactions. Considering the urgent need for rethinking how humans relate to nature, in this article we present a MA level course in the context of art, craft and design to discuss how learning with the natural environment approach can impact learning experiences. We introduce walking with nature as a creative method that fosters students’ ability to let the environment actively shape their creative events. The encounter with nature-based materials in their different forms and following the material's flow provides students with a foundation for their creative processes. This study proposes that walking can facilitate the entanglement between the student's knowledge and encountered materials, generating an emotional and dialogical relationship with the natural environment that contributes to a holistic learning experience. We propose that such an experience can help in comprehending the importance of the caring actions we need to take and maintain towards the nonhuman world.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"42 1","pages":"139-154"},"PeriodicalIF":1.1,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12447","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50127326","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: 2

How Does the Design Guidelines for Traditional Cultural Artefacts Inspire Design in a Culturally Inspired Design Process? A Comparative Study with Novice Design Students 传统文化艺术品的设计指南如何在受文化启发的设计过程中启发设计？与初学设计专业学生的比较研究

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2023-01-04 DOI: 10.1111/jade.12448

Yenan Dong, Shangshang Zhu, Wenjie Li, Minxi Lin

{"title":"How Does the Design Guidelines for Traditional Cultural Artefacts Inspire Design in a Culturally Inspired Design Process? A Comparative Study with Novice Design Students","authors":"Yenan Dong, Shangshang Zhu, Wenjie Li, Minxi Lin","doi":"10.1111/jade.12448","DOIUrl":"https://doi.org/10.1111/jade.12448","url":null,"abstract":"Design guidelines for traditional cultural artefacts play an important role in Culturally Inspired Design (CID) activities and design education. In this paper, a comparative study was performed to assess the impact of present-day design guidelines for traditional Chinese cultural artefacts on novice designers in a CID process. In all, 42 novice designers enrolled in a cultural product design course participated in this study, under two different design conditions: an unaided condition and a guideline-aided condition. Each condition includes three stages: identification stage, translation stage and implementation stage. In the unaided condition, each participant was asked to finish an investigative report on traditional cultural artefacts without any guidance and then carry out a detailed cultural product design. These results were then compared with those of the participants in the guideline-aided condition, who received a design guideline for traditional cultural artefacts. The results were assessed by expert raters against six design metrics: breadth, depth, quantity, variety, novelty and quality. They revealed that the design guideline for traditional cultural artefacts in a CID process promoted the analysis of cultural features and increased the novelty and quality of design outcomes but resulted in decreased variety. We propose that the design guideline for traditional cultural artefacts may be useful as part of the design process and as a pedagogical tool in cultural creative design, but the best moment at which to introduce the design guideline should be further examined.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"42 1","pages":"49-68"},"PeriodicalIF":1.1,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50127491","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: 1

Relaxing Design Students’ Sketch Inhibition: Experiences with Theoretical Grounding and Impermanent Media 放松设计专业学生的素描抑制：理论基础与永恒媒介的经验

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-12-30 DOI: 10.1111/jade.12446

Elke Altenburger, Isabella Falche, Haley Gwin

{"title":"Relaxing Design Students’ Sketch Inhibition: Experiences with Theoretical Grounding and Impermanent Media","authors":"Elke Altenburger, Isabella Falche, Haley Gwin","doi":"10.1111/jade.12446","DOIUrl":"https://doi.org/10.1111/jade.12446","url":null,"abstract":"This article reports about a study developed to understand the effectiveness of instructional strategies to manage sketch inhibition in design students through studio-based pedagogy. Sketch inhibition among students and recent graduates of design programs is a prominent aspect of the prevailing digitization of the design industry and education. While traditional and digital media are ideally complementary tools to facilitate the complex process of designing, studio instructors struggle to effectively integrate both into their students’ conceptions and practices. Primary data sources were ethnographic fieldnotes, semi-structured interviews, and students’ responses to open-ended survey questions. Whiteboards used as an impermanent medium, requests for quantity of sketches, and gentle enforcement of time limits were incorporated into studio practices on the foundation of theoretical grounding. Students understood the purpose and advantages of using hand sketches at strategic moments during the design process. Inhibited students responded to this combination of interventions by relaxing enough to focus on engaging with the relevant design tasks rather than focusing on how best to avoid them. Production of rich records, documenting their projects’ progression, served as supporting evidence that sketching had become a more normal and accepted part of the design process than for previous studio cohorts. The authors suggest more experimentation with these strategies and propose that sketching instructors prioritize and nurture ‘thinking sketches’ over ‘persuasive sketches’ to transfer attention from the representation of design solutions toward the design process and the development of mature design solutions.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"42 1","pages":"69-85"},"PeriodicalIF":1.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50155723","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

Exploring the Benefits of Culturally Responsive Art Learning Experience for Rural Chinese Students 探索中国农村学生文化响应性艺术学习体验的益处

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-12-30 DOI: 10.1111/jade.12444

Ning Luo, Tao Guan

{"title":"Exploring the Benefits of Culturally Responsive Art Learning Experience for Rural Chinese Students","authors":"Ning Luo, Tao Guan","doi":"10.1111/jade.12444","DOIUrl":"https://doi.org/10.1111/jade.12444","url":null,"abstract":"This ethnographic case study explored the benefits associated with culturally responsive art learning experience in a Chinese rural town in the process of urbanisation. The case of this study, Fuchong Art Education Programme (FAEP), provided culturally relevant art activities for primary and secondary rural students who cannot access enriched art programmes in schools. Art studio learning, a summer art camp, an art exhibition, neighbourhood sketching, online teaching, student home visits and teacher meetings were documented and examined over an eight-month period of fieldwork. Semi-structured interviews with the participating students, their teachers and parents and the programme coordinator were conducted to elicit the participants’ perspectives on the FAEP experience, the benefits of participation and the challenges involved in implementing a culturally responsive art programme. The emerging themes included artistic, personal, social and external benefits, which were examined in relation to previous research on the intrinsic and instrumental benefits of art learning and a local understanding of the value of community art engagement in the lives of rural people. The implications offer guidance for promoting culturally responsive art learning in rural settings.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"42 1","pages":"192-208"},"PeriodicalIF":1.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50155724","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

Developing Empathy Through Design Thinking in Elementary Art Education 在基础美术教育中运用设计思维培养移情

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-12-27 DOI: 10.1111/jade.12445

Jane Montero

{"title":"Developing Empathy Through Design Thinking in Elementary Art Education","authors":"Jane Montero","doi":"10.1111/jade.12445","DOIUrl":"https://doi.org/10.1111/jade.12445","url":null,"abstract":"Past research has suggested incorporating design thinking in upper elementary art education helps students develop what are known as the Four Cs: collaboration, communication, creativity, and critical thinking. As an instructional strategy, design thinking focuses on empathy first and provides a structure for students to work through real-world, complex problems in small groups. This exploratory qualitative case study examined the effects of teaching empathy through design thinking in upper elementary art education. Eight teachers participated, representing public, private, charter, and independent school settings. Data included student observations, interviews, and journal reflections. An analysis of findings resulted in three conclusions: (a) design thinking can foster the development of empathy in preadolescents, (b) art education curricula at the upper elementary level can include design thinking, and (c) design thinking is a valid strategy for teaching empathy. Including empathy within art education promotes a classroom culture that is respectful and understanding of others, with students becoming advocates of justice, equity, and inclusion. As society continues to struggle with bullying, physical violence, and social unrest, teaching empathy has the potential to change how students relate to each other in the classroom, and, ultimately, in the world at large.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"42 1","pages":"155-171"},"PeriodicalIF":1.1,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50154849","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: 1

Teacher–Artist Partnership Framework Within School Makerspaces to Foster Students’ Creativity 学校创客空间内的教师-艺术家合作框架，以培养学生的创造力

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-10-27 DOI: 10.1111/jade.12439

Ieda M. Santos, Luisa Menano, Claudine Habak

{"title":"Teacher–Artist Partnership Framework Within School Makerspaces to Foster Students’ Creativity","authors":"Ieda M. Santos, Luisa Menano, Claudine Habak","doi":"10.1111/jade.12439","DOIUrl":"https://doi.org/10.1111/jade.12439","url":null,"abstract":"Creativity is a fundamental skill to prepare individuals to work and live in a changing world. Educators have recognised its value and advocate that schools can provide an environment for fostering the creative thinking skills of students. Makerspaces are emerging in school contexts, and they carry great opportunities for engaging students in creative thinking processes. The school makerspace also offers a professional learning space for teachers and artists to collaborate to support students’ creative potential through making activities linked to the curriculum. This paper proposes a teacher–artist partnership framework within the makerspace to support mutual professional growth and opportunities to foster a learning environment conducive to creative expressions. The framework consists of three non-linear and iterative processes, namely (a) developing craft knowledge, (b) co-constructing knowledge, and (c) reflection and researching, supported by a community of practice and internal and external communities. Expected outcomes from the partnership for students, teachers and artists, and recommendations are discussed.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"42 1","pages":"33-48"},"PeriodicalIF":1.1,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50146141","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

An Online Art Project Based on the Affirmative Model of Disability in Japan 基于日本残疾人平权模式的在线艺术项目

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-10-14 DOI: 10.1111/jade.12438

Satoshi Ikeda, Hiroko Fukuda Siddiqi, Mayuko Mori, Hiromitsu Kawajiri, Misa Hirasawa, Takashi Kawaguchi, Kaoru Yasuda

{"title":"An Online Art Project Based on the Affirmative Model of Disability in Japan","authors":"Satoshi Ikeda, Hiroko Fukuda Siddiqi, Mayuko Mori, Hiromitsu Kawajiri, Misa Hirasawa, Takashi Kawaguchi, Kaoru Yasuda","doi":"10.1111/jade.12438","DOIUrl":"10.1111/jade.12438","url":null,"abstract":"In recent years, disability has become a site for knowledge and artistic creation. In this study, local governments, universities, art museums and non-profit organisations collaborated from 2019 to 2022 to implement an online art project for people with disabilities during the Covid-19 era. The project's goal was to enhance the identity of people with disabilities, promote their interest in museums and artwork as local resources and engage them in society. The project was conducted in three phases with a sequence of connections using the affirmative model of disability by Swain and French (2000) as the theoretical framework. In Phase 1, we surveyed 370 people with disabilities and their supporters living in Hiroshima Prefecture to clarify the conditions promoting or hindering their appreciation of art exhibitions and the use of digital devices. In Phase 2, we conducted an online interactive appreciation workshop at a museum for seven people with disabilities based on the Phase 1 survey results. In Phase 3, an online exhibition was held using the artwork seen in Phase 2, and words and photographs were used as methods of expression. The interactive appreciation workshop and exhibition was built to provide the participants a safe and comfortable online alternative space, which led to individual empowerment and enhanced collaboration in the disability community. This study advocates the value of coexisting and co-prosperous inclusion rather than inclusion that necessitates people gathering in the same place.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"41 4","pages":"532-546"},"PeriodicalIF":1.1,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116696645","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: 2

An Interrogation into the Need for a New Definition for the Artist-Teacher in Adult Community Learning 对成人社区学习中艺术家-教师的新定义的追问

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-10-11 DOI: 10.1111/jade.12436

Abbie Cairns

引用次数: 4

Inclusivity within Art and Design Education: The Boy Problem 艺术与设计教育中的包容性:男孩问题

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-10-11 DOI: 10.1111/jade.12437

Hugo Marx

引用次数: 0

Expanding Multimodal Artistic Expression and Appreciation Methods through Integrating Augmented Reality 结合增强现实拓展多模态艺术表现与欣赏方式

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2022-09-19 DOI: 10.1111/jade.12434

Kyungeun Lim

{"title":"Expanding Multimodal Artistic Expression and Appreciation Methods through Integrating Augmented Reality","authors":"Kyungeun Lim","doi":"10.1111/jade.12434","DOIUrl":"10.1111/jade.12434","url":null,"abstract":"Increasing usage of digital technologies in daily life has affected even tech savvy students. With the prominent development of augmented reality (AR) and virtual reality technologies, this study concentrates on the ongoing development of AR in art education and its potential in art education. As an educator in visual arts at a higher education institution, the author explored AR-integrated curriculum by introducing an AR creation tool (Adobe Aero) and AR education tool (Merge Cube) into visual arts education classes. The lessons were designed with multimodal delivery methods for learning effectiveness with AR, and students learned about the concepts of arts integration and AR technologies. This study examines how newly developed AR-based curriculum expanded students’ art expression and represented artwork in real and virtual spaces. In outlining the results, this study explains the practice of two-dimensional (2D) and virtual-based three-dimensional (3D) hybrid art creations in AR, and digital storytelling with AR. This study also discusses the positive impacts on students' learning engagement and satisfaction and understanding of layers and spatial structures.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"41 4","pages":"562-576"},"PeriodicalIF":1.1,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132594258","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