The International Journal of Art & Design Education最新文献

{"title":"An Apple among a Cacophony of Glass Vases: Navigating Dissonance and Agency in Artist‐Teacher Practice","authors":"Alexa R. Kulinski","doi":"10.1111/jade.70057","DOIUrl":"https://doi.org/10.1111/jade.70057","url":null,"abstract":"In June of 2019, during my first year of teaching high school art, I encountered a moment that would later reshape how I understand and enact my artist‐teacher practice. Acting on an impulse that emerged from the entanglement of my teaching and creative practices, I placed a faux green apple among a crowded cluster of glass jars and vases in the drawing studio classroom. This small intervention became unexpectedly revelatory. In this paper, I use an a/r/tographical lens as I re‐turn to the moments surrounding this intervention and diffractively re‐examine how it emerged from the constellation of my creative and teaching practices. I situate this analysis within broader conversations on artist‐teacher identity and practice, lines of flight in the classroom assemblage and the agency of objects. And I use this to consider how the human and non‐human elements of the classroom and larger teaching assemblage shaped the event, what it revealed about my artist‐teacher practice, and how it continues to reverberate in my current research and teaching. Through this re‐turn, I came to see how intra‐actions with objects can trouble professional environments, surface tensions and reveal wider forces that might otherwise remain unspoken and unseen. Additionally, examination of such intra‐actions can open possibilities for transformation in artist‐teacher practice, pedagogy and research. This inquiry contributes to artist‐teacher scholarship by demonstrating how small, intuitive material interventions can become sites of knowledge production, revealing the affective forces of objects and their capacity to shape artist‐teacher becoming.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149198971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"We're Mutually Helping Each Other Out: Intergenerational Learning Between Adult Artists and Teen Participants Through a BIPOC , Community‐Centred Arts Programme","authors":"Feifei Shen, Clifford Lee","doi":"10.1111/jade.70055","DOIUrl":"https://doi.org/10.1111/jade.70055","url":null,"abstract":"This study examines intergenerational learning within a community‐based art education (CBAE) summer programme serving multilingual BIPOC youth in Oakland, California. Using embedded ethnography, semi‐structured interviews and surveys, we investigated how high school youth and adult teaching artists co‐created public art installations for community spaces. Grounded in communities of practice, culturally sustaining pedagogy and constructionism, findings reveal three interconnected outcomes: first, youth developed technical artistic and professional workforce competencies through hands‐on mentorship; second, newcomer youth practised English organically through low‐stakes collaborative art‐making; and third, participants deepened civic engagement and cultural identity by connecting personal immigrant experiences to local place‐based histories. This learning flowed in both directions, disrupting traditional power dynamics as adult artists also deepened their facilitation, leadership and community‐engaged practices through working alongside youth. This study contributes to CBAE by demonstrating how reciprocal intergenerational public art‐making creates unique conditions that bring together skill development, language practice, civic engagement and workforce readiness within BIPOC communities.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building Pathways in Architectural Education: Educating the Un‐Architect","authors":"Esen Gökçe Özdamar","doi":"10.1111/jade.70050","DOIUrl":"https://doi.org/10.1111/jade.70050","url":null,"abstract":"Architectural education faces mounting pressure to rethink its pedagogies in response to technological, environmental and social change. Inspired by Allan Kaprow's concept of the ‘un‐artist’ (1971), this article introduces the <jats:italic>un‐architect</jats:italic> as a transdisciplinary, reflexive practitioner who resists institutional hierarchy, values process over product and treats architecture as civic practice. Drawing on historical and contemporary shifts in pedagogy, and through theoretical analysis and selected case studies, the article argues that architectural education must move beyond specialisation and commodified knowledge towards integrative, ethically grounded learning centred on community engagement, ecological responsibility and participatory design. It calls for a redefinition of architectural education as a space of critical inquiry and shared authorship—where learning is co‐creation rather than instruction—and positions the un‐architect as a position for cultivating adaptability, creativity and social consciousness indispensable for navigating the complexities of 21st‐century practice.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148993698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond Representation: Drawing Literacy in Architectural Education, the Case of University of Belgrade, Faculty of Architecture","authors":"Hristina Meseldžija","doi":"10.1111/jade.70054","DOIUrl":"https://doi.org/10.1111/jade.70054","url":null,"abstract":"In the context of first and second digital paradigm shifts, this paper explores the potential of architectural drawing in contemporary architectural education. Through examining historical sources, defining methods for their analytical reading and conducting a case study, this paper identifies that architectural drawing is both an analytical and a critical tool for conceptual exploration. The study focuses on architectural education within the design studio course as the primary domain where the research potential of drawing is most evident. Through the critical analysis of selected student projects nominated for the RIBA President's Medals Student Awards (2011–2024) from the University of Belgrade, Faculty of Architecture, the research reveals the evolving role of drawing as a medium for architectural expression, experimentation and critique. It underscores the ambivalence of architectural drawing as both a means of precise technical representation and a speculative tool for conceptual inquiry. Architectural drawings are categorised into distinct typologies, with bricolage emerging as a dominant type due to its capacity to integrate various scales, concepts, tools and narratives. Research results demonstrate how drawings serve both creative and developmental functions—allowing for open‐ended interpretations, problematising architectural discourse and facilitating interdisciplinary thinking. The conducted case study highlights how drawing methodologies influence the trajectory of architectural thinking, reaffirming the significance of drawing as a research medium in 21st century architectural education.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148993700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Visual Communication Design Histories Through Critical Annotation and Public Archiving: A Story in Five Artefacts","authors":"Dori Griffin","doi":"10.1111/jade.70049","DOIUrl":"https://doi.org/10.1111/jade.70049","url":null,"abstract":"This pedagogical case study explores how participatory pedagogy might transform design history education. The study draws on 8 years of working with design history students to recuperatively document visual communication design history artefacts and practitioners. For 3 years, this experience focused on collaborating with students to contribute 1000+ entries directly to the People's Graphic Design Archive (PGDA), an online, crowd‐sourced archive of diverse design histories. Approaching self‐reflexive teaching praxis as action research, this article synthesises the work of writing personalised weekly responses to +/− 5580 annotated design artefacts. The qualitative, mixed methods approach combines auto‐ethnographic writing, document analysis and critically informed historical contextualisation. After interrogating what design history means and situating crowd‐sourced archival work within a disciplinary framework, the author presents five representative examples of designed artefacts that typify students' contributions to the PGDA. In conversation with each artefact, the author demonstrates shared pain points experienced by student archivists/future design practitioners: generalisations, potentially productive misunderstandings and/or lack of access. This approach is transformative in that it equips students to contribute to disciplinary knowledge production while building historical research and contextual interpretation skills into their process of professional identity development.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148993697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creativity in Crisis or Crisis in Creativity? A Problem‐Finding Study of Artist‐Teachers in Indian Schools","authors":"Partha Das, Ankit Basak, Gaurav Vaidya","doi":"10.1111/jade.70052","DOIUrl":"https://doi.org/10.1111/jade.70052","url":null,"abstract":"Art education plays a vital role in nurturing creativity, confidence and curiosity among students, yet the lived realities of art educators remain underexplored. This study seeks to identify and analyse the key challenges faced by artist‐teachers in Indian schools, with a focus on how institutional, systemic and cultural factors shape their professional and personal experiences. Sixteen artist‐teachers, eight from government schools and eight from private schools, participated in semi‐structured interviews. The data were examined through thematic analysis to uncover recurring patterns and underlying issues. The analysis reveals that both government and private school art teachers encounter persistent structural and professional barriers. Government school teachers struggle with inadequate resources, unsuitable classroom environments and limited administrative support. Private school teachers, though better resourced, report marginal funding for art programmes and the relegation of art to a decorative or auxiliary function within the school system. Employment insecurity and contractual positions further constrain teachers' creative autonomy and professional growth. Many participants described the dual role of artist and teacher as emotionally taxing, with the demands of teaching and school administration eroding time and motivation for personal art practice. Over time, this results in a gradual loss of artistic identity and increasing emotional fatigue. The study also highlights the marginal status of art and art teachers within the school hierarchy. Despite the National Education Policy (NEP) 2020's emphasis on arts‐integrated learning, systemic implementation remains limited. Training programmes rarely provide specialised art pedagogy, and the lack of standardised evaluation continues to undermine art's academic legitimacy. By mapping these interconnected challenges, the study provides an evidence‐based understanding of the conditions that shape art teaching in India. The findings call for institutional reform, improved infrastructure, long‐term employment opportunities and culturally grounded policy implementation. Recognising and addressing these issues is essential for supporting art teachers and strengthening art education as a meaningful component of holistic learning.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148973348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Patience Stones: Material Encounters for Slow Currents of Pedagogy","authors":"Marzieh Mosavarzadeh, Ken Morimoto","doi":"10.1111/jade.70053","DOIUrl":"https://doi.org/10.1111/jade.70053","url":null,"abstract":"This article moves across sites in Canada and Japan with the practice of making <jats:italic>Patience Stones</jats:italic> (Sang‐e Saboor), a biodegradable, dough‐based artistic and pedagogical object that invites artist–teachers and artist–learners into with‐nessing and slow becoming. Drawing through a/r/tography, material encounter and artist–teacher practice, the inquiry approaches pedagogy as an emergent, layered and relational field shaped through wandering, touching, waiting and being‐with. Working with elementary and university students, the making of soft, air‐dry stones becomes a pedagogical companion for thinking through patience, plurality and reciprocal forms of relations. Interweaving and contextualising fragments of narratives, visual documentations, poetic propositions and theory, the article (re)visits and (re)orients inherited understandings of patience in Persian and Japanese contexts, troubling the glorification of endless endurance often expected within education and institutions. Against accelerated cultures of productivity, extraction and educational legibility, the article proposes the ‘slow currents of pedagogy’ as practices of softness, companionship, pliability and shared becoming(s).","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148946715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Legitimate Incompletion: Artistic Formation and the Temporal Logic of Studio Art Education","authors":"Christopher J. Harrington","doi":"10.1111/jade.70047","DOIUrl":"https://doi.org/10.1111/jade.70047","url":null,"abstract":"Studio art degrees routinely certify artistic competence within bounded periods of academic study, despite longstanding associations between mastery and extended training. This article examines how this tension became pedagogically and institutionally plausible through a twentieth‐century redefinition of evaluative criteria in studio practice. Drawing on scholarship in studio pedagogy, professional formation and tacit knowledge, the article traces how postwar modernism reframed competence in terms of sustained inquiry, reflective positioning and the coherence of exploratory work. It argues that this revaluation enabled academic programmes to recognise readiness for artistic participation prior to the consolidation of technical expertise. The concept of <jats:italic>legitimate incompletion</jats:italic> is introduced to describe this condition, in which incomplete formation is treated as professionally sufficient within degree structures. By examining critique‐centred assessment, capstone review practices and accreditation frameworks, the article shows how academic institutions stabilise a temporal ordering in which recognition precedes experiential depth. This analysis reframes ongoing debates concerning craft, curriculum and student preparedness as consequences of a historically produced reorganisation of the timing and criteria of artistic competence.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148909130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Visual Brainstorming Technique in Character Design: Braindrawing","authors":"Öznur Işır","doi":"10.1111/jade.70048","DOIUrl":"https://doi.org/10.1111/jade.70048","url":null,"abstract":"Abstract Character design is a complex design process that requires originality, narrative depth and visual consistency all at once. However, students often approach the idea‐generation process using intuitive and unsystematic methods. This study aims to examine the pedagogical potential of the braindrawing technique in graphic design education. The research was designed as a practice‐based qualitative case study conducted in a classroom setting. A total of 69 students participated in the study, and the open‐ended comments of 47 students were analysed using thematic analysis. Additionally, student work and observations made throughout the process were included in the dataset. The findings indicate that the braindrawing technique increases students' idea diversity, helps them overcome creative blocks and supports collaborative interaction. It was observed that the process contributed to students developing more original and narratively strong character designs. By focusing on the use of the braindrawing technique in the context of character design and illustration education, this study contributes to the literature on design education.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DARE: A Live Art Methodology that Embraces Disruption Towards a Pedagogy of Agonism","authors":"Laurence Dubé‐Rushby","doi":"10.1111/jade.70042","DOIUrl":"https://doi.org/10.1111/jade.70042","url":null,"abstract":"This paper presents a new live art methodology for secondary education art classrooms, designed and tested through action research. This research investigated how pedagogical elements of live art, an embodied art practice not yet included in the secondary art curriculum, contribute to young people's development. It emerged in the context of the globalised crisis in education that instrumentalises and marginalises arts subjects. In contrast, I developed an approach that frames art as a process‐based pedagogy that uses disruptions as productive tensions, inspired by agonism (a political concept that emerged in the 1960s). I present DARE (Disruptive, Artistic, Reflexive, Exploration), a methodology that uses disruption and critical reflexivity identified as elements of live art that can transform education. DARE builds on a radical constructivist educational theory that embraces discomfort as dialogic knowledge production. Through examples of students' actions, I examine how tensions inherent in the formation of identity in adolescents become moments of learning through performance, often unravelling on the edge of chaos. The use of reflection‐in‐action defines how learning emerges from this methodology. DARE plays a complementary and transformative role in the art classroom as a pedagogy that disrupts the curriculum with liveness. It contrasts with traditional pedagogy by redefining art as research into the self, using the flow of students' lives, and bringing them into the world. Such a contrast highlights issues of institutional and existential power to foster new modes of becoming across educational practice.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148877283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}