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

Extending Computer Graphics Education Through Reverse Engineering: Further Enhancements in Visual Communication and Creativity 通过逆向工程扩展计算机图形学教育：进一步增强视觉传达和创造力

The International Journal of Art & Design Education Pub Date : 2026-01-13 DOI: 10.1111/jade.70010

Harutaka Matsunaga, Kazunori Miyata

引用次数: 0

Rethinking Methodology Matters in Art and Design Education Research Through the White Cube 通过白立方重新思考艺术与设计教育研究中的方法论问题

The International Journal of Art & Design Education Pub Date : 2025-12-30 DOI: 10.1111/jade.70011

Katherine Coleman, Abbey MacDonald, Pat Thomson

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Architectural Education as a Catalyst for Peace: Engaging Conflict‐Affected Youth through Experiential and Participatory Learning 建筑教育作为和平的催化剂：通过体验式和参与式学习吸引受冲突影响的青年

The International Journal of Art & Design Education Pub Date : 2025-12-15 DOI: 10.1111/jade.70000

Carolina M. Rodríguez, María Alejandra Zapata

{"title":"Architectural Education as a Catalyst for Peace: Engaging Conflict‐Affected Youth through Experiential and Participatory Learning","authors":"Carolina M. Rodríguez, María Alejandra Zapata","doi":"10.1111/jade.70000","DOIUrl":"https://doi.org/10.1111/jade.70000","url":null,"abstract":"This study examines the role of participatory research and community action in promoting peace among conflict‐affected youth in Colombia through architectural education. Using experiential learning (EL) methodologies, such as participatory action research (PAR) and tactical urbanism (TU), the project engaged young participants from conflict‐impacted regions in community interventions aimed at fostering reconciliation and social cohesion. The instructional design combined experiential teaching theories with Bloom's Revised Taxonomy and Fink's Taxonomy, providing a comprehensive framework encompassing cognitive, behavioural, and affective dimensions, including empathy and civic responsibility. Findings indicate enhanced engagement, leadership, and problem‐solving skills, fostering a sense of community ownership. Youth‐led interventions were found to reduce social tensions, strengthen community identity, and promote resilience. Despite challenges like limited internet access, adaptations ensured equitable participation, highlighting the importance of flexibility in programme design. This study underscores the potential of integrating architectural education at the primary and secondary levels as a tool for peacebuilding and sustainable community development. Policy recommendations include incorporating EL into national curricula and expanding educational programmes to align with peacebuilding objectives. These findings provide a basis for broader adoption of participatory education to foster enduring peace and social justice in post‐conflict settings.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145759577","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

Arts Education in the Third Space: Creative Journeys towards Critical Consciousness and Social Transformation 第三空间的艺术教育：走向批判意识与社会转型的创作之旅

The International Journal of Art & Design Education Pub Date : 2025-12-15 DOI: 10.1111/jade.70005

Oliver Briggs

{"title":"Arts Education in the Third Space: Creative Journeys towards Critical Consciousness and Social Transformation","authors":"Oliver Briggs","doi":"10.1111/jade.70005","DOIUrl":"https://doi.org/10.1111/jade.70005","url":null,"abstract":"This research considers causal factors that impede the development of socio‐cultural creativity for adolescents, who experience micro and macro levels of structural violence and dehumanisation, while examining the conditions needed for participants to reconnect with their creative potential. Overall, the data present qualitative evidence that a blended programme of arts education, therapeutic intervention, and advocacy supports the emergence of ‘creative characteristics’. By fostering ‘resistant’ conditions related to the learning environment, concepts and structures of time, the co‐construction of learning content, and creative – critical pedagogies, it can be said that the systemic barriers restricting the development of creativity are suspended. It is within these conditions, characterised by non‐linguistic forms of communication, non‐hierarchical ontoepistemologies, relationality, and ethics of care that we can trace young people's journeys from isolation, disconnection, and internalised trauma towards critical consciousness and interconnectedness. We conceptualise that participants' embodied experiences of alternative realities transcend the boundaries of our space, time, and material structures into a developed criticality and sense of agency. We therefore propose a framework for urgent consideration that positions arts education as a vital humanising, peacebuilding, and social transformation process.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145759575","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

Artist‐Teacher Practices as Sites of Peace ‘Making’ 艺术家-教师实践作为和平“制造”的场所

The International Journal of Art & Design Education Pub Date : 2025-12-14 DOI: 10.1111/jade.70004

Eileen Keane

引用次数: 0

Critically Assessing Arts‐Based Research: Moving Forward With Tension and Care 批判性地评估基于艺术的研究：带着紧张和关怀向前迈进

The International Journal of Art & Design Education Pub Date : 2025-12-10 DOI: 10.1111/jade.70001

Clemency Wood, Tabitha Millett

{"title":"Critically Assessing Arts‐Based Research: Moving Forward With Tension and Care","authors":"Clemency Wood, Tabitha Millett","doi":"10.1111/jade.70001","DOIUrl":"https://doi.org/10.1111/jade.70001","url":null,"abstract":"This article is premised on the understanding that arts‐based research (ABR) has a twofold relationship with peace: the future of ABR is dependent upon conditions of scholarly peace (constructive critique and ethical practice)—a dependency that holds implications for ABR itself to serve wider movements towards peace (socially, ecologically and politically). This article presents a critical analysis of a specific mode of ABR aligned with the onto‐epistemological orientations of post‐qualitative inquiry. We contend that the anti‐methodological stance of this ABR has inadvertently fostered informal conventions and shielded ABR from constructive critique. Through an analysis of five UK‐based ABR examples, we identify three informal conventions—troublemaking, playmaking and jargon‐making—and argue that their focus neglects aesthetic quality, compromises research integrity and raises ethical concerns. In response, we offer an evaluation framework for ABR to emphasise the importance of (i) aesthetic quality, (ii) research integrity and (iii) ethical responsibility. Our critique is positioned not as an act of hostility, but as a necessary agitation, aimed at pushing ABR to more effectively live up to the claims of its radical potential.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145711278","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

Moments of Doubts 怀疑时刻

The International Journal of Art & Design Education Pub Date : 2025-12-08 DOI: 10.1111/jade.70002

Lisbet Skregelid

引用次数: 0

Visual Arts, Insecurity and an Elusive Peace in Casamance, Senegal 塞内加尔卡萨芒斯的视觉艺术、不安全感和难以捉摸的和平

The International Journal of Art & Design Education Pub Date : 2025-11-27 DOI: 10.1111/jade.12623

Martin Evans

{"title":"Visual Arts, Insecurity and an Elusive Peace in Casamance, Senegal","authors":"Martin Evans","doi":"10.1111/jade.12623","DOIUrl":"https://doi.org/10.1111/jade.12623","url":null,"abstract":"The separatist rebellion in Casamance, southern Senegal, has driven what is arguably the longest‐running intra‐state conflict in West Africa. Spanning over four decades, it has affected successive generations through insecurity (including armed violence and landmine use); economic disruption; trauma; human displacement (both internal and into neighbouring Guinea‐Bissau and The Gambia); loss of homes, schools and infrastructure; and through return and reconstruction processes. The paper briefly describes these impacts, particularly in the complex, dynamic security environment along Casamance's southern border with Guinea‐Bissau. It then offers three contrasting vignettes on how visual arts have been used by different actors for various ends amid an unresolved conflict, and how local people engage with these media. First, it explores how landmine awareness boards aimed at children are locally perceived. Second, it examines cultural messaging through art at a political office of the rebel movement. And third, it considers a piece of public art as an example of deploying culture for peace. The paper concludes that in promoting security and in the elusive search for a definitive peace in Casamance, the role of visual arts has been mixed. Well‐intended international aid for such projects has sometimes failed to take full account of domestic political manipulation and tensions, or of socio‐economic realities on the ground. Some local cultural initiatives, meanwhile, are ambivalent in their messaging within the fraught spaces of the conflict.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145609066","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

Bilingual Arts Practice, Frameworks and Possibilities 双语艺术实践，框架和可能性

The International Journal of Art & Design Education Pub Date : 2025-11-10 DOI: 10.1111/jade.12622

Eileen Keane, Nic An Bhreithiúnaigh

引用次数: 0

Beyond Storytelling: A Theory‐Informed Approach to Interiors as Social Narratives 超越讲故事：一种将室内设计作为社会叙事的理论方法

The International Journal of Art & Design Education Pub Date : 2025-10-25 DOI: 10.1111/jade.12618

Jain Kwon, Susanne Tousignant, Alea Schmidt

{"title":"Beyond Storytelling: A Theory‐Informed Approach to Interiors as Social Narratives","authors":"Jain Kwon, Susanne Tousignant, Alea Schmidt","doi":"10.1111/jade.12618","DOIUrl":"https://doi.org/10.1111/jade.12618","url":null,"abstract":"Today's interior design education is twofold and evidence‐based, building on theoretical foundations and integrating methods and findings from empirical research to create built environments that support occupant health, safety and well‐being. While storytelling has been a valuable design method in education, it alone may lack the structure necessary to address the complex constraints and regulatory requirements in advanced‐level interior design courses. This article demonstrates how symbolic interactionism can provide students with a structured framework for designing large‐scale multi‐occupancy interiors while balancing meaning and practicality. Drawing from its intellectual heritage in pragmatist and interpretive traditions, symbolic interactionism offers educators a theoretical foundation for teaching how individuals engage with symbols and meanings in human–human and human–environment interactions that shape social narratives and place identities. The article first examines current gaps in academic standards regarding social interaction and place identity. It then presents an overview of symbolic interactionism and proposes a framework for its application in interior design education. Two case studies of student projects illustrate the framework's effectiveness: one exploring undocumented youth housing and another developing a facility for intimate partner violence survivors. These projects demonstrate how the symbolic interaction framework guides spatial planning while effectively integrating complementary methodologies to address specific user needs. This article contributes to design education by providing educators with a structured approach to teaching inclusive design that bridges theoretical insights with practical applications.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145382259","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