The International Journal of Art & Design Education最新文献_第2页

Making Art or Studying Art? Routes to Ecological Thinking in the Secondary School Classroom 创作艺术还是学习艺术？中学课堂生态思维的路径

The International Journal of Art & Design Education Pub Date : 2026-09-01 DOI: 10.1111/jade.70045

Clemency Wood

{"title":"Making Art or Studying Art? Routes to Ecological Thinking in the Secondary School Classroom","authors":"Clemency Wood","doi":"10.1111/jade.70045","DOIUrl":"https://doi.org/10.1111/jade.70045","url":null,"abstract":"Art education scholarship has increasingly turned towards relational, ecological ways of thinking about the subject. This article asks whether that turn is reflected in how Art education is experienced and justified in the classroom. Drawing on interviews with students and an Art teacher in a rural state secondary school in England, it finds that Art education was most frequently justified through transferable skills. Using two contrasting examples of classroom practice, the article identifies two distinct routes by which Art education might cultivate ecological thinking: one through experimental making, whose effects are framed ontologically; the other through studying ecologically engaged contemporary art. Evidence of students initially unable to read an installation addressing biodiversity loss illustrates how the second route depends on a capacity the article terms art literacy—the ability to understand how a work relates to existing art concepts, precedents and conventions, without which much ecologically engaged contemporary art remains illegible and alienating to students. The article argues that developing art literacy offers a more modest yet defensible and legible starting point for Art education's ecological responsibilities than an appeal to the ontological effects of experiential making which risk being obscured by transferable skills rhetoric.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148860783","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}

引用次数: 0

The Classroom as a Work of Art 教室是一件艺术品

The International Journal of Art & Design Education Pub Date : 2026-08-18 DOI: 10.1111/jade.70044

Veli Aras Yalçınkaya

{"title":"The Classroom as a Work of Art","authors":"Veli Aras Yalçınkaya","doi":"10.1111/jade.70044","DOIUrl":"https://doi.org/10.1111/jade.70044","url":null,"abstract":"This article is the product of a project that stems from an educational environment, challenges it, and aims to transcend its boundaries. Within the project, the ordinary flow of a classroom was intervened with through play, and ways to reunite students – who are often perceived as ‘surpluses’ within the current education system – were explored. The theoretical foundation of the study is based on Félix Guattari's question: ‘How do you bring a classroom to life as if it were a work of art?’ This study argues that when a teacher is not limited to a studio practice as an artist but approaches the space where art occurs through a mental transformation, all components of the classroom carry the potential to transform into a work of art. While traditional educational approaches generally prioritise the final product and outcomes, this study emphasises that a process‐oriented curriculum allows more room for experimentation for both the teacher and the student. This project, where art and education are intertwined, enables the development of a more conceptual and contemporary teacher/artist practice, aiming to resonate both with the students directly involved in the process and with the audience through the resulting works.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148767462","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}

引用次数: 0

Seeing AI in the Art & Design Classroom: Exploring the Material Conditions for Critical Visual Literacy 在艺术与设计课堂上看到人工智能：探索批判性视觉素养的物质条件

The International Journal of Art & Design Education Pub Date : 2026-08-08 DOI: 10.1111/jade.70043

Geoff Cox, Annie Davey

{"title":"Seeing AI in the Art & Design Classroom: Exploring the Material Conditions for Critical Visual Literacy","authors":"Geoff Cox, Annie Davey","doi":"10.1111/jade.70043","DOIUrl":"https://doi.org/10.1111/jade.70043","url":null,"abstract":"Drawing on an ongoing research project that has brought together teachers and artists as co‐researchers, this paper considers the implications of image‐based Generative AI for teaching and learning in the UK art and design classroom. We explore some of the challenges posed by AI to art and design education in 2026, following a period in which the subject has been marginalised in favour of STEM subjects. We are interested in what art and design brings to this discussion, particularly in relation to images produced by Generative AI, and in establishing correspondence with earlier pedagogical responses to visual culture and new media. We are interested in placing artistic and critical approaches at the centre of this discussion and adopting a hands‐on approach that is ‘unplugged’ from digital systems. John Berger's 1972 Ways of Seeing is our key influence, reminding us of the continued importance of issues concerning the reproduction of bias and forms of privilege through visual culture, and the changing relation between seeing and knowledge production. Advocating a ground‐up and materialist approach to render the operations of images visible and knowable, the paper explores current possibilities for, as well as limitations placed upon, critical and creative engagement with Generative AI in art education.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"461 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148693327","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}

引用次数: 0

Enhancing Creative Confidence in Design Students Through Topology‐Preserving AI Scaffolding 通过保持拓扑的AI脚手架增强设计学生的创新信心

The International Journal of Art & Design Education Pub Date : 2026-08-03 DOI: 10.1111/jade.70040

Chuan Yang

{"title":"Enhancing Creative Confidence in Design Students Through Topology‐Preserving AI Scaffolding","authors":"Chuan Yang","doi":"10.1111/jade.70040","DOIUrl":"https://doi.org/10.1111/jade.70040","url":null,"abstract":"Early‐stage design students frequently experience representational friction during conceptual ideation, where limited sketch fluency constrains the externalisation of spatial concepts and weakens creative confidence. This study examines whether a topology‐preserving generative AI framework can function as a pedagogical cognitive scaffold to reduce these barriers without displacing student authorship. We implemented a zero‐shot, structure‐guided AI system (based on ControlNet) that converts hand‐drawn sketches into structurally mediated visual scaffolds while preserving original geometric topology. In a controlled experiment (), this AI‐assisted workflow was compared with static moodboard‐based ideation. To isolate design logic from surface rendering advantages, blind experts evaluated only final pure line‐art outcomes. Results indicated that the AI‐assisted group was associated with higher overall design quality ( d = 0.88), with improvements concentrated in structural coherence, functionality, and completeness rather than aesthetic quality. Behavioural traces and retrospective protocols further indicated reduced conceptual abandonment and increased structurally focused iteration. These findings suggest that topology‐preserving generative AI may function as a selective scaffold for spatial reasoning and cognitive offloading in foundational design education, bridging conceptual intent and executable form while preserving learner creative control. Rather than automating creativity, constrained generative systems may serve as potential instructional partners for structure‐centred student–AI co‐creation.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148693275","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}

引用次数: 0

Third‐Site Ecologies in Art Education: Artist‐Teacher Perspectives on Environmental Awareness in Turkey 第三-艺术教育中的场地生态：土耳其艺术家-教师对环境意识的看法

The International Journal of Art & Design Education Pub Date : 2026-08-01 DOI: 10.1111/jade.70041

Ezgi Tokdil, Merve Deniz Erdem

{"title":"Third‐Site Ecologies in Art Education: Artist‐Teacher Perspectives on Environmental Awareness in Turkey","authors":"Ezgi Tokdil, Merve Deniz Erdem","doi":"10.1111/jade.70041","DOIUrl":"https://doi.org/10.1111/jade.70041","url":null,"abstract":"This study examines how ecological awareness is fostered through art education in Turkey from the perspective of artist‐teachers who teach in higher education and integrate their artistic and teaching practices. Designed as a qualitative study, data were collected via semi‐structured interviews with artist‐teachers working in various regions of Turkey. Participants were selected using purposive sampling based on their delivery of ecology‐focused lessons and active involvement in ecological art practices. The findings indicate that, whilst ecological art serves as a pedagogical tool supporting environmental awareness, it also contributes to the formation of a relational pedagogical space that emerges at the intersection of art production and teaching practice. In this field, ecological awareness is cultivated through experiential, process‐oriented, and critical forms of learning. The fact that artist‐teachers pursue their production and teaching processes in tandem repositions teaching as an extension of artistic practice and transforms learning environments into multilayered structures. The study conceptualises this intersection as a ‘third‐site’ pedagogical field and argues that ecological awareness emerges within relational processes in which art and pedagogy mutually constitute one another. In this respect, the research offers a conceptual contribution to rethinking artist‐teacher practice, ecological pedagogy, and art education within the framework of sustainability and proposes a new platform for discussion regarding how ecological awareness is pedagogically produced.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148650568","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}

引用次数: 0

Meeting the New (Old) Ecological Challenges for Art Education 迎接艺术教育新（旧）生态挑战

The International Journal of Art & Design Education Pub Date : 2026-07-15 DOI: 10.1111/jade.70034

Dorit Barchana‐Lorand

引用次数: 0

Collaborative occasions of imagination: A philosophical pedagogical approach to arts education in the classroom 想象力的合作场合：课堂艺术教育的哲学教学方法

The International Journal of Art & Design Education Pub Date : 2026-07-15 DOI: 10.1111/jade.70038

Anna Robb

引用次数: 0

Fostering Students' Creative Collaboration Through Multimodal Design Within Virtual Worlds 通过虚拟世界中的多模式设计培养学生的创造性合作

The International Journal of Art & Design Education Pub Date : 2026-07-14 DOI: 10.1111/jade.70035

Yi Meng, Susan O'Neill

{"title":"Fostering Students' Creative Collaboration Through Multimodal Design Within Virtual Worlds","authors":"Yi Meng, Susan O'Neill","doi":"10.1111/jade.70035","DOIUrl":"https://doi.org/10.1111/jade.70035","url":null,"abstract":"As virtual worlds (VWs) continue to evolve, their potential to transform creative and collaborative learning in art and design education is increasingly evident. Yet, their integration into higher education curricula through multimodal design remains underexplored. This study responds to that gap by embedding VW technologies into an undergraduate Design Fundamentals course, reimagined through a design thinking framework and examined using a social semiotic approach. Conducted over 8 weeks, the course invited 15 university art and design students who had completed foundational coursework to create immersive, group‐based projects within virtual environments. Employing an action research approach, the study involved iterative cycles of planning, implementation and multimodal analysis to investigate how students engaged with VW affordances to develop collaborative design practices. Findings revealed that students recontextualised cultural references, negotiated visual languages, co‐constructed multimodal narratives and cultivated creative agency through iterative experimentation, while building their creative confidence for advanced design learning. This study contributes new insights into the pedagogical value of VWs in higher education and demonstrates a rigorous, practice‐based approach to cultivating creative confidence and collaborative design literacy among novice learners.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148475873","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}

引用次数: 0

The glitch as insight: Digital neocolonialism, parody and critical AI literacy in the Indonesian digital media studio 作为洞察力的小故障：印度尼西亚数字媒体工作室的数字新殖民主义，模仿和批判性人工智能素养

The International Journal of Art & Design Education Pub Date : 2026-07-14 DOI: 10.1111/jade.70037

Aristarchus Pranayama Kuntjara, Daniel Kurniawan Salamoon

{"title":"The glitch as insight: Digital neocolonialism, parody and critical AI literacy in the Indonesian digital media studio","authors":"Aristarchus Pranayama Kuntjara, Daniel Kurniawan Salamoon","doi":"10.1111/jade.70037","DOIUrl":"https://doi.org/10.1111/jade.70037","url":null,"abstract":"The rapid integration of generative artificial intelligence (AI) into creative industries has intensified a ‘crisis of representation’, where the speed of production often masks deep‐seated cultural biases. This study investigates a studio‐based pedagogical intervention in a Cultural Studies class for third‐semester Indonesian digital media students, designed to support a transition from functional AI use to critical AI literacy (CAIL). Drawing on digital neocolonialism, semiotics, critical media literacy and production‐based pedagogy, the study operationalises ‘AI failure’ or the glitch, not as a technical error to be corrected, but as a productive site for learning. Through a design‐based research intervention, students generated culturally specific AI images, analysed misrepresentations through Barthes and Hall, and transformed their critiques into parody videos. The findings show that parody‐based making helped students move from passive acceptance or surface error‐spotting towards oppositional decoding and culturally grounded critique. Students identified recurring representational patterns, including Orientalist fantasy, the Java‐Bali default and contextual collapse, while also learning that effective parody requires explicit explanation, ethical framing and human judgement. The article contributes a transferable five‐session pedagogical framework for art and design educators seeking to teach CAIL through culturally situated creative production.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499200","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}

引用次数: 0

Bang (방) Social Gatherings as Collaborative Inquiry Space: Rethinking Research through Informal Social Gatherings in Art Education 作为协作探究空间的Bang（）社交聚会：艺术教育中非正式社交聚会的再思考研究

The International Journal of Art & Design Education Pub Date : 2026-07-03 DOI: 10.1111/jade.70031

Ryan Shin, Oksun Lee, Borim Song, Eunjung Chang, Ahran Koo, Maria Lim

{"title":"Bang (방) Social Gatherings as Collaborative Inquiry Space: Rethinking Research through Informal Social Gatherings in Art Education","authors":"Ryan Shin, Oksun Lee, Borim Song, Eunjung Chang, Ahran Koo, Maria Lim","doi":"10.1111/jade.70031","DOIUrl":"https://doi.org/10.1111/jade.70031","url":null,"abstract":"This article explores the concept of ‘ bang (방)’, a Korean term denoting a social gathering space, as an innovative framework for a research and professional development space in art education. Since May 2022, six authors, all Korean immigrant art education researchers, have engaged in weekly virtual ‘ Zoombang ’ sessions to share personal experiences, pedagogical issues and socio‐political topics in an unstructured format. Through these informal gatherings, we cultivated a vibrant community that values empathy and collaboration, ultimately reshaping our identities as researchers and educators. Our findings highlight the significance of social gatherings as a powerful means of knowledge sharing and community building, emphasising the collective growth and empowerment that emerges from such spaces. This paper argues that informal social gatherings like bang (방) can serve as vital sites for critical discourse and professional development in art education research and practices.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148371918","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}

引用次数: 0