The International Journal of Art & Design Education最新文献_第6页

T+ Designers: A Case for Transdisciplinarity in Design Higher Education by Way of a South African Case Study T+设计师：以南非设计高等教育为例的跨学科案例研究

The International Journal of Art & Design Education Pub Date : 2025-08-23 DOI: 10.1111/jade.12602

Fatima Cassim, Kyle Rath, Shakila Dada, Alecia Samuels, Susana Castro‐Kemp

{"title":"T+ Designers: A Case for Transdisciplinarity in Design Higher Education by Way of a South African Case Study","authors":"Fatima Cassim, Kyle Rath, Shakila Dada, Alecia Samuels, Susana Castro‐Kemp","doi":"10.1111/jade.12602","DOIUrl":"https://doi.org/10.1111/jade.12602","url":null,"abstract":"In recent years, the term ‘transdisciplinarity’ has been widely applied to collaborative design approaches ranging from inter‐ to multi‐disciplinary co‐production. While each of these approaches have their place, many of them are labeled, tokenistically, as transdisciplinary. A transdisciplinary model of collaboration, as defined by Toomey et al. (2015) extends beyond academic boundaries to engage in the co‐production and use of knowledge from within and outside of the academy. In design, the term ‘T‐shaped designers’, championed by IDEO's Tim Brown, is often used when promoting design thinking to tackle complex problems. The vertical leg of the ‘T’ represents disciplinary depth, and the horizontal bar suggests the application of these skills across a breadth of contexts. For this paper, we extend the interdisciplinary nature of the T to a transdisciplinary one: we propose how transdisciplinarity can be used not only to deepen disciplinary design skills but to foster empathetic, reactive designers with a keen sense of inquiry. In this way, as the vertical stem extends upwards, it transforms the T‐shape into a plus. We exemplify this transformation by presenting a curriculum‐related design project. As a collaboration between [the University of Pretoria (UP), South Africa (SA), and the University of Roehampton (UR), United Kingdom] the project was delivered in a transdisciplinary way, whereby students co‐produced a series of accessible and engaging infomotions (information visualizations in motion). The infomotions, which disseminate strategies for effective partnership amongst early childhood intervention practitioners in South Africa. At its core, the project presents transdisciplinarity as one approach to future‐proof design education.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"107 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898983","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

Escape Room Pedagogy and Its Role in Design Thinking Education 密室逃生教学法及其在设计思维教育中的作用

The International Journal of Art & Design Education Pub Date : 2025-08-12 DOI: 10.1111/jade.12608

Mariusz Wszołek, Thomas Lewe, Jon Harman, Theo Sikkes

引用次数: 0

The Bauhaus as Education Model: Enduring Design and Powerful Knowledge 包豪斯作为教育模式：持久的设计和强大的知识

The International Journal of Art & Design Education Pub Date : 2025-08-02 DOI: 10.1111/jade.12598

Martin Johnson, Tim Oates

{"title":"The Bauhaus as Education Model: Enduring Design and Powerful Knowledge","authors":"Martin Johnson, Tim Oates","doi":"10.1111/jade.12598","DOIUrl":"https://doi.org/10.1111/jade.12598","url":null,"abstract":"The influence of the Bauhaus art, design, and architecture school is still relevant a century after it was closed down. Although its theory of learning is somewhat elusive there is significant agreement that the school continues to inspire domestic and commercial design, as well as stimulating interdisciplinary learning in institutions across a variety of national contexts. The longstanding influence of the school suggests that there was something special about the model of education that it developed; a model that enabled its students to generate designs that married functionality and creativity. In this paper we use a powerful knowledge framework to interpret the Bauhaus pedagogic concept, paying particular attention to Walter Gropius and the preliminary course (Vorkurs) that all students completed prior to acceptance into the school. Our interpretation suggests that the enduring impact of the designs generated by the Bauhäusler is a feature of how the Bauhaus programme linked craft and practice knowledge, generalisable knowledge, and action. Reviewing contemporary and historical literature we explore how this learning model incorporates knowledge range and abstraction, the organisation of learning, the development of analogical reasoning, and has a liberating potential. Our analysis of the Bauhaus using a powerful knowledge framework therefore gives important insight into the design of curriculum which aim to support learning with generalisable qualities.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"150 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766170","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

Drawing Connections: Enhancing Drawing Expression with 3D‐Printed Tactile Graphics and 3D‐Printing Pens for Students With Visual Impairments 绘图连接：增强绘图表达与3D打印触觉图形和3D打印笔的学生有视觉障碍

The International Journal of Art & Design Education Pub Date : 2025-08-02 DOI: 10.1111/jade.12591

Hsiang‐Ping Wu

{"title":"Drawing Connections: Enhancing Drawing Expression with 3D‐Printed Tactile Graphics and 3D‐Printing Pens for Students With Visual Impairments","authors":"Hsiang‐Ping Wu","doi":"10.1111/jade.12591","DOIUrl":"https://doi.org/10.1111/jade.12591","url":null,"abstract":"Vision is vital for daily activities, aiding the interpretation of graphics. Visual impairments poses unique challenges to knowledge acquisition from visual data. Empowering students with visual impairments through diverse auxiliary assistive resources is essential for their educational and professional growth. In a study involving nine students with visual impairments, a novel approach combined 3D‐printed tactile graphics and 3D‐printing pens for a learning task. The study assessed their impact through pretest and post‐test, drawing percentage parts. Participants' order and time for locating and tracing trajectories during drawing were recorded to examine their conversion of tactile graphics from 2D to 2.5D. Pretest data indicated an average completion of 17.5%, significantly increasing to 96.8% in the post‐test. The paired sample t‐test confirmed a substantial difference (t = −16.419, df = 8, p < 0.01), indicating higher post‐test cognition. ARCS scores were Attention = 4.08, Relevance = 4.02, Confidence = 3.88, and Satisfaction = 4.22, with SD ranging from 0.43 to 0.48. Kendall's W test coefficient fell between 0.38 and 0.53. Students' drawing analysis revealed progression to the advanced ‘connected feature’ stage, showing deeper understanding and practical application. Efficiency and proficiency in locating anchor points for drawing improved. Original 3D‐printed tactile graphics and drawn features allowed for assessing part characteristics before finalising the drawing area, facilitating efficient anchor point exploration and reducing drawing times. This teaching mode enables real‐time trajectory creation, integrating them with tactile materials and enhancing cognitive learning for students with visual impairments.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766097","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

Creativity Enactment in Ghanaian Secondary Visual Arts Programmes: An Autoethnographic Perspective 加纳二级视觉艺术课程的创意制定：民族志视角

The International Journal of Art & Design Education Pub Date : 2025-07-26 DOI: 10.1111/jade.12606

Enock Swanzy‐Impraim, Geoffrey W. Lummis

{"title":"Creativity Enactment in Ghanaian Secondary Visual Arts Programmes: An Autoethnographic Perspective","authors":"Enock Swanzy‐Impraim, Geoffrey W. Lummis","doi":"10.1111/jade.12606","DOIUrl":"https://doi.org/10.1111/jade.12606","url":null,"abstract":"Creativity is regarded as one of the competencies of 21st‐century education and industry, and its enactment has been challenging for teachers and policymakers. This paper is an autoethnographic study that registers the accounts of the experiences and personal reflections of the lead researcher during his doctoral study, which explored creativity and creative pedagogies in visual arts practice in secondary schools in Ghana. It extends insights into how creativity is enacted in policy from a non‐Western perspective and the realities and discrepancies surrounding the transitioning of creativity from the policy level into the local classrooms and studios within the Sekondi‐Takoradi Metropolis in Ghana. This paper aimed to provide contextual understanding and suggestions for enhancing Ghanaian SVA education, focusing on fostering creativity in educational settings and incorporating it as a policy priority. Autoethnography was employed as a research method based on narrative theory, the sociocultural theory of creativity, social constructivist theory and reflexivity, making the study more personal through a social constructivist lens. I found issues with policy and educational documents regarding creativity. Teachers' pedagogical practices were didactic and over‐relied on teacher‐led approaches that did not enhance students' creativity. The learning environments were static, with traditional arrangements positioning the teacher in front of the classrooms and studios. Recent research‐based definitions of creativity and established implementation procedures were absent from policy and educational documents. The learning settings lacked characteristics that promote innovative thinking and nurture creativity in students. Recommendations for policy and practice were also discussed.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144712179","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

Integrating Environmental Education: An Action Research on Practice Teaching in Art and Design Programmes 融入环境教育：艺术设计专业实践教学的行动研究

The International Journal of Art & Design Education Pub Date : 2025-07-24 DOI: 10.1111/jade.12605

Yang Yang, Changning Wang, Meerim Mamyrova, Gulmira Karabalaeva

{"title":"Integrating Environmental Education: An Action Research on Practice Teaching in Art and Design Programmes","authors":"Yang Yang, Changning Wang, Meerim Mamyrova, Gulmira Karabalaeva","doi":"10.1111/jade.12605","DOIUrl":"https://doi.org/10.1111/jade.12605","url":null,"abstract":"Environmental concerns have emerged as a significant factor affecting the survival and advancement of humans in light of the serious ecological crisis the planet is currently experiencing. Current design approaches are gradually altering to meet this challenge, and more eco‐friendly, green and creative designs are being used to address important challenges including resource scarcity, ecological decline and climate change. Universities are vital for the dissemination of academic research and teaching the next generation of designers. Integrating environmental education into university instruction and raising environmentally conscious students becomes particularly crucial as a result. This study focuses on the instructional design of practical courses in the Art and Design major at a university in Henan Province, China. It employs the method of Action Research, gathering data through classroom observations, interviews, journals and records. Through the four stages of Action Research—Plan, Act, Observe and Reflect—the study aims to explore the instructional approach of practical courses within the Art and Design major at university in Henan, China, under the framework of environmental education concepts. Incorporating the concept of environmental education into the course's teaching aspects was discovered to be an evolving and dynamic process of deepening students' environmental knowledge, developing environmental skills and cultivating environmental awareness through the three stages of project inquiry, project design and project feedback. According to the study's findings, instructional design can significantly boost students' environmental awareness in design practice while also promoting learners' independent learning capacity, innovative design ability and critical thinking. It is a crucial resource and foundation for Environmental Education as well as providing curriculum designers and teachers with ideas and experiences.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144701473","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

Balance: A Gamified Toolkit for Sustainability‐Oriented Design Thinking 平衡：面向可持续性设计思维的游戏化工具包

The International Journal of Art & Design Education Pub Date : 2025-07-15 DOI: 10.1111/jade.12601

Ankit Basak, Shivram Kumar, Pankaj Upadhyay, Sharmistha Banerjee

{"title":"Balance: A Gamified Toolkit for Sustainability‐Oriented Design Thinking","authors":"Ankit Basak, Shivram Kumar, Pankaj Upadhyay, Sharmistha Banerjee","doi":"10.1111/jade.12601","DOIUrl":"https://doi.org/10.1111/jade.12601","url":null,"abstract":"Integrating design for sustainability (DfS) strategies into innovation is challenging and presents a complex learning curve. Tools like the Cambridge sustainable design strategy cards and the Sustainability Centred Ideation toolkit are designed to guide the ideation process. These tools aim to improve and guide product development towards environmentally responsible solutions. Despite the attempt at the gap, the precautionary approach hinders creativity among the designers. Additionally, at the product service system level, employing DfS strategies becomes a complex and wicked design problem for design students, demanding cross‐disciplinary and trans‐disciplinary knowledge. This issue requires a pedagogy that can aid novice designers in perceiving the relevance of various factors in locating interconnections. Taking inspiration from prior research presenting creative DfS pedagogy, this paper addresses the issue by proposing ‘Balance’, a card‐based team gamified tool designed to teach sustainable design strategies. The game uses the existing DfS frameworks and uses their content to develop an engaging game. This paper describes the game design, development and evaluation and discusses its potential to broaden the accessibility of sustainable design principles. The game caters to educational settings by engaging students in simulated design challenges.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144629775","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

Pairs Together: A/r/Tographic Learning in Relation with Visual‐Textual Propositions 配对：A/r/Tographic Learning与视觉文本命题的关系

The International Journal of Art & Design Education Pub Date : 2025-06-27 DOI: 10.1111/jade.12590

Ken Morimoto, Marzieh Mosavarzadeh, Rita L. Irwin

{"title":"Pairs Together: A/r/Tographic Learning in Relation with Visual‐Textual Propositions","authors":"Ken Morimoto, Marzieh Mosavarzadeh, Rita L. Irwin","doi":"10.1111/jade.12590","DOIUrl":"https://doi.org/10.1111/jade.12590","url":null,"abstract":"A/r/tography as a methodology of art education research emphasizes the significance of artful engagement with our subjectivity as sites of living inquiry. While the technologization of society creates increased demand for the datafication of education, a/r/tography seeks understanding with the potentiality of difference. A/r/tography as a co‐creative practice retextures analysis from a reductive tool of measurement to an ongoing process of relational knowing. Opening to relationality, emotionality, and multiplicity, analysis of ‘data' becomes an engaged process with the entanglements of lived experiences that increase in richness through collaborative participation. The process of making visual‐textual pairs as a visual proposition is such an enactment of a/r/tography where the possibility of multiple readings and collaboration holds in tension shared and subjective understanding in invitational, meaningful, and accessible ways. The method of making visual pairs juxtaposes two images to create a visual metaphor, demonstrating the pedagogical possibility of research that centres on artistic practice and objects. With visual‐textual pairing, we intentionally extend the method to enable collaborative practice. By starting with the same image and text, going out to form our individual pairs, and returning to share our completed pairs. Inquiring alongside collaborators, images, texts, and situated sites, we engage reflexively and imaginatively in how we might become with the human, non‐human, and more‐than‐human.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513227","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

Exploring MacGuffin Interactions in IoT Smart Objects: A Narrative Approach to Design Education Research 探索物联网智能对象中的麦高芬交互：设计教育研究的叙事方法

The International Journal of Art & Design Education Pub Date : 2025-06-26 DOI: 10.1111/jade.12595

Wan‐Chen Lee, Zi‐Ru Chen, Rung‐Huei Liang

{"title":"Exploring MacGuffin Interactions in IoT Smart Objects: A Narrative Approach to Design Education Research","authors":"Wan‐Chen Lee, Zi‐Ru Chen, Rung‐Huei Liang","doi":"10.1111/jade.12595","DOIUrl":"https://doi.org/10.1111/jade.12595","url":null,"abstract":"Internet of Things (IoT) technology has become an integral part of our daily lives, yet its potential for emotional engagement and narrative qualities remains largely unexplored. Objects in films often serve as ‘MacGuffins’ (elements that may seem unimportant but spark curiosity, drive the plot, and motivate characters), creating suspense and anticipation. This research infuses narrative elements into IoT smart object design, aiming to enhance emotional connections and expand imaginative possibilities. Using the theoretical framework of Object‐Oriented Ontology (OOO), this study emphasises viewing objects as subjects to explore the untapped potential of IoT smart objects. While OOO offers rich conceptual insights, its practical application is hindered by the persistent focus of interaction design on user‐centric frameworks, neglecting the agency and autonomy of objects. To address this, the study develops practical strategies and methodologies that integrate non‐human perspectives without disrupting existing processes. By merging MacGuffin narratives with speculative design principles, interaction workshops using MacGuffin creative cards and ChatGPT foster narrative speculation and innovative smart object proposals. Employing prototyping Design Fiction methods, this study develops strategies that assist educators and help participants grasp speculative design principles more efficiently. This approach enhances participants' interaction design skills while offering a novel and practical method for design education. It also provides a valuable resource for examining the impact of MacGuffin narrative elements on IoT interaction design, enriching future visions of smart objects through fictional writing.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513300","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

Performative Wear: Speculating the Potential to Challenge Designer‐Centric Narratives in Fashion Education 表演服装：推测在时尚教育中挑战以设计师为中心的叙事的潜力

The International Journal of Art & Design Education Pub Date : 2025-06-19 DOI: 10.1111/jade.12588

Muyo Park

{"title":"Performative Wear: Speculating the Potential to Challenge Designer‐Centric Narratives in Fashion Education","authors":"Muyo Park","doi":"10.1111/jade.12588","DOIUrl":"https://doi.org/10.1111/jade.12588","url":null,"abstract":"This paper proposes the concept of ‘performative wear’ as a means to challenge the designer‐centric narratives of fashion education and to reclaim the unacknowledged creativity arising from the materiality of clothing and the performativity of the body. Through Walter Benjamin's concept of the aura, the article explores how the dependence of the fashion industry on the mass production of clothing paradoxically reinforces the uniqueness and mysticism of the design archetype. This reinforces the myth of the ‘designer's creativity’, recalling the authority of works of art before the age of technological reproduction. Meanwhile, by adopting Bertolt Brecht's theory of epic theatre, the paper suggests moving away from the talent‐driven narrative of fashion education that places students in the position of winners. While maintaining a critical distance from the designer's intentions, ‘performative wear’ refers to the agency of the wearer to interpret and perform the garment. Instead of adopting a predetermined design, the user reinterprets the meaning of the item of clothing This expands the notion of creativity within fashion and represents a shift in thinking about wearing as a socio‐political, bodily movement rather than mere consumption. In doing so, the paper draws on the theories of Benjamin and Brecht to challenge the fashion industry's myths and commodification of ‘designer creativity’ and to call for a reflection on fashion education.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144328597","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