The International Journal of Art & Design Education最新文献_第7页

Designing for Sustainability: Emerging Professional Roles and Capabilities for Designers in the 21st Century 可持续设计：21世纪设计师的新兴职业角色和能力

The International Journal of Art & Design Education Pub Date : 2025-06-18 DOI: 10.1111/jade.12592

Charlotte Kessler, Janice Rieger

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引用次数: 0

Discovering the Familiar: Exploring Everyday Practice in the Design of Tools and Artefacts 发现熟悉：探索工具和人工制品设计中的日常实践

The International Journal of Art & Design Education Pub Date : 2025-06-18 DOI: 10.1111/jade.12597

Christian Heath, Jason Cleverly

引用次数: 0

Working at the Edges: Material Explorations on Change in Art Education and Policy Through Teacher Agency 在边缘工作：通过教师代理对艺术教育和政策变化的材料探索

The International Journal of Art & Design Education Pub Date : 2025-06-18 DOI: 10.1111/jade.12596

Catherine Lasam ‐ Ballo

引用次数: 0

Methodological Insights and Trends: Participatory Positioning of Children and Youth in Visual Art Education Research 方法论洞察与趋势：儿童与青少年在视觉艺术教育研究中的参与性定位

The International Journal of Art & Design Education Pub Date : 2025-06-11 DOI: 10.1111/jade.12589

Angela Eckhoff

{"title":"Methodological Insights and Trends: Participatory Positioning of Children and Youth in Visual Art Education Research","authors":"Angela Eckhoff","doi":"10.1111/jade.12589","DOIUrl":"https://doi.org/10.1111/jade.12589","url":null,"abstract":"Participatory research methods have a focus on facilitating research processes that engage with participants and, as such, aim to promote individual voice, facilitate richer reflection and dialogue, and enable the articulation of participants' unique experiences. To explore the degree to which participatory practices are enacted in visual art education research, the present study critically examines the agentic positioning of children and youth in school‐based, visual arts experiences through a systematic, methodological literature review. Findings from this review serve to ground proposed recommendations for the inclusion of supportive research practices that carefully attend to the unique considerations that arise during participatory work with children and youth in formal educational environments. Such considerations include ethical concerns, individual agency limitations, and power inequities throughout all phases of the research process. In addition, findings reveal the need for increased researcher attention to students' participatory access during critical decision‐making points in both the research process and the development of their creative work to ensure that students can shape and share their experiences through authentic engagement.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144269390","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

Boniteza's Arts Chair, Pedagogical Curatorial Practices with Contemporary Artists as Arts‐Based Educational Research Boniteza的艺术讲座，当代艺术家作为艺术基础教育研究的教学策展实践

The International Journal of Art & Design Education Pub Date : 2025-05-12 DOI: 10.1111/jade.12587

José María Mesías‐Lema

引用次数: 0

Making with the Trouble: Un/Enfolding Posthuman Participants with Young People in Creative Post‐Qualitative Research 制造麻烦：在创造性后定性研究中拥抱后人类参与者与年轻人

The International Journal of Art & Design Education Pub Date : 2025-05-08 DOI: 10.1111/jade.12580

EJ Renold

{"title":"Making with the Trouble: Un/Enfolding Posthuman Participants with Young People in Creative Post‐Qualitative Research","authors":"EJ Renold","doi":"10.1111/jade.12580","DOIUrl":"https://doi.org/10.1111/jade.12580","url":null,"abstract":"This paper explores how ‘what matters’ can surface in multisensory arts‐informed projects as ways for young people to survive and stay with gender and sexuality troubles that are always more than theirs. Situated in an ex‐mining post‐industrial locale, we make an agential cut in a longitudinal research and engagement project called Unboxing Relationships and Sexuality Education (RSE) to open up a rare case study of entangled ‘creative coproduction’ (Renold and Ivinson forthcoming). Supported by an artist‐in‐residence teacher assistant, composer and filmmaker, we explore the making and mattering of a clay sculpture, the Bruised HeART, created by Alys (pseudonym, age 13) which we theorise as a ‘dartaphact’ (a concept combining ‘data’, ‘art’ and ‘act/ivism’ to register the posthuman participation of arts‐based data). We follow how the heART continues to matter through film and a second dartaphact made from barbed wire and skewered fragments of Alys' instapoetry. Drawing upon the concept of The Fold we compose three figurative folds (crushing matters; crystalising matters; carrying matters) to draw connections between Alys' activist mining ancestors, the silencing of queer violence, and her collection of locally sourced crystals – situated practices generating resourceful posthuman companions to manage multiple troubles. Each fold is composed for its passageway potential to glimpse at our ethical‐political praxis of attuning to and making‐with troubles already in motion and how dartaphacts might propel new ways of understanding and doing relationships and sexuality education Otherwise.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143920426","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

Polyphony of (Analytical) Scores, Co‐Design, and Creative Methodologies 复调（分析）分数，共同设计，和创造性的方法

The International Journal of Art & Design Education Pub Date : 2025-04-15 DOI: 10.1111/jade.12583

Mirka Koro, Ananí M. Vasquez, Corey Reutlinger, Cole McLeod

{"title":"Polyphony of (Analytical) Scores, Co‐Design, and Creative Methodologies","authors":"Mirka Koro, Ananí M. Vasquez, Corey Reutlinger, Cole McLeod","doi":"10.1111/jade.12583","DOIUrl":"https://doi.org/10.1111/jade.12583","url":null,"abstract":"This experimental paper explores a form of neurodiversity‐affirming qualitative data analysis labelled a polyphony of (analytical) scores and creative methodologies utilised in our research project. Our data examples come from a federally funded research study which co‐designed sensory pedagogies for autistic students interested in computational thinking (CT). Four middle‐school teachers, or teacher fellows (TF), from diverse disciplines were recruited to develop neurodiverse CT mini curriculum and pedagogies for middle‐school students interested in STEM. Teacher fellows worked with the research team to co‐design teaching and learning materials and technology to explore computational thinking. The research team and teacher fellows attended workshops that included creative ensemble activities using digital‐physical musical technologies and CT concepts. Data from these workshops were used to create two polyphonic score compositions as ways to interact with data. A video creation addressed how TFs were impacted during the development and implementation of neurodiverse pedagogies. Quotes and keywords extracted for the video creation reflect how silence and sound collapse and expand in a rhizomatic fashion, indicating how TFs experience messiness, exploration, atypicality and more, which fully represent neurodiversity. The score analysis enabled us to diversify participants' experiences with neurodiverse pedagogies and illustrated the affective dimensions of musical composition as a form of data analysis.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"90 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143836649","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

When Is a Boundary Not a Boundary? Exploring the Tensions and Potentialities of Creative Practice in Doctoral Research in Art and Design Education 什么时候界限不是界限？探索艺术与设计教育博士研究中创造性实践的张力与潜力

The International Journal of Art & Design Education Pub Date : 2025-04-08 DOI: 10.1111/jade.12579

Sian Vaughan

{"title":"When Is a Boundary Not a Boundary? Exploring the Tensions and Potentialities of Creative Practice in Doctoral Research in Art and Design Education","authors":"Sian Vaughan","doi":"10.1111/jade.12579","DOIUrl":"https://doi.org/10.1111/jade.12579","url":null,"abstract":"Alongside their continuing growth in the popularity, both practice research in creative disciplines and arts‐based methods in research in the social sciences have histories now spanning several decades. In doctoral education, art and design education research sits within and across two distinct fields – the art and design doctorate and the education doctorate – each field with their own disciplinary traditions and conventions and expectations of doctorateness. For postgraduate researchers and supervisors alike, this brings challenges and barriers that are often perceived as hierarchical and othering. Reflecting on my attempts to locate in an existing global dataset those art and design education doctorates in which practice research and/or creative methods feature, I expose the complexities of the terrain. This paper reveals tensions and acknowledges where boundaries between disciplinary approaches may be artificial, porous or invisible to those interloping. It is imperative that postgraduate researchers and their supervisors acknowledge the complexity, slipperiness, and fluidity of distinctions between practice research in art and design, and creative methods in education research. I argue for the need for confidence in holding space for this uncertainty whilst seeing lineages of precedence that open up possibilities for future research.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"183 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143797830","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 Art and Design of Collaborative Autoethnography: Exploring Disciplinary, Methodological and Collaborative Complexity in Education Research 协作式自我民族志的艺术与设计：探索教育研究中的学科、方法和协作复杂性

The International Journal of Art & Design Education Pub Date : 2025-04-06 DOI: 10.1111/jade.12581

Suzanne Crowley, Abbey MacDonald, Sharon Fraser

{"title":"The Art and Design of Collaborative Autoethnography: Exploring Disciplinary, Methodological and Collaborative Complexity in Education Research","authors":"Suzanne Crowley, Abbey MacDonald, Sharon Fraser","doi":"10.1111/jade.12581","DOIUrl":"https://doi.org/10.1111/jade.12581","url":null,"abstract":"In collaborative research, the ways in which complexity is acknowledged, negotiated and managed actively shape the nature of the complexity that is created and experienced. However, reports on complex projects seldom detail how challenges relating to research design or execution were navigated, nor discuss how frictions or tensions might productively disrupt conventional approaches. This article speaks from a collaborative autoethnographic inquiry undertaken by a team of researchers familiar with transdisciplinary research where disciplinary, methodological and collaborative complexity occurs. Our inquiry explores two interrelated curiosities; these being to scrutinise dilemmas arising in the research design for collaborative large‐scale research studies in and adjacent to art and design education; and to consider how collaborative autoethnography might enable and inhibit congruence in and for collaborative research endeavour. By reflecting on insights arising from the digging, questioning and reflecting processes of collaborative autoethnography methodology, this article scrutinises the authorship team's experiences of engaging in transdisciplinary research where disciplinary, methodological and collaborative complexities are encountered. From this, we point to potential benefits and challenges this approach presents for teams of diverse size, scale, scope and disciplines to navigate and negotiate complexity in research settings.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"84 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784710","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

Populating and Staying with Methodological Surprise 方法论惊喜的填充和保持

The International Journal of Art & Design Education Pub Date : 2025-04-03 DOI: 10.1111/jade.12582

Mira Kallio‐Tavin, Mirka Koro

{"title":"Populating and Staying with Methodological Surprise","authors":"Mira Kallio‐Tavin, Mirka Koro","doi":"10.1111/jade.12582","DOIUrl":"https://doi.org/10.1111/jade.12582","url":null,"abstract":"This submission shares methodological experiments, cultivated in practices of composting by staying open to a surprise in art and design education research. Openness towards a surprise reduces a need to control a defining momentum of inquiry and instead welcomes composted and layered unknowns through multisensory learning experiences. In this visual multisensory essay, authors collectively experiment through making and producing approaches that could better live with and respond to the ecological and relational layers in art and design educational research. We experiment with how methodological compost brings recycled yet speculative productions, materials, and knowledge generation processes to living and our relations. Furthermore, collectively populated artistic and methodological spaces potentially promote creative and relational processes without explaining, solving and understanding surprises and surprising events. Methodological surprises during the composting processes cannot be predicted. Ecological forms and more‐than‐human practices enable educators and researchers to decenter the human and speculate different and unforeseen educational futures. Collaboration and relations also set ground to become attuned to others' alterity, directing inquiry towards unpredicted experimental futures. Surprising ideas often follow unwritten codes, and they may build on shared artistic and educational practice as well as composted elements of inquiry and methodologies. Additionally, multisensory methodological composting stimulates situations, such as seeding, knowledge transfers, the cycles of co‐living, tilting, nurturing and arts‐based experimentation. In this essay, authors create suitable circumstances and fertile conditions for surprise, exchanges and repurposing of educational experiences.","PeriodicalId":516559,"journal":{"name":"The International Journal of Art & Design Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143775547","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