{"title":"Developing Expertise: Benefits of Generalising Learning from the Graphic Design Project","authors":"Grant Ellmers, M. Foley","doi":"10.1111/jade.12260","DOIUrl":"https://doi.org/10.1111/jade.12260","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124598118","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}
Camilo Salazar Ferro, Isabel Artega Arredondo, C. Rodriguez, D. Nadal
{"title":"Active Learning in Architectural Education: A Participatory Design Experience (PDE) in Colombia","authors":"Camilo Salazar Ferro, Isabel Artega Arredondo, C. Rodriguez, D. Nadal","doi":"10.1111/jade.12280","DOIUrl":"https://doi.org/10.1111/jade.12280","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126791193","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":"Fostering Empathy through an Inclusive Pedagogy for Career Creatives","authors":"J. Carlson, Terry Dobson","doi":"10.1111/jade.12289","DOIUrl":"https://doi.org/10.1111/jade.12289","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117619970","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":"Editorial: Art and Solidarity","authors":"Jeff Adams","doi":"10.1111/jade.12285","DOIUrl":"https://doi.org/10.1111/jade.12285","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119377964","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}
As part of my PhD practice-based research on Tlicho lands (a self-governed Indigenous region in Canada's Northwest Territories), drawing is being used to embody intangible cultural heritage (which includes activities such as oral history and the social practice of walking). Recent work to emerge from this research consists of two drawings created by Tlicho elders, and an animated film made of 900 graphite drawings referencing regional oral history. The process of rendering these drawings embodied experiences on the land that are repetitive, albeit transformative, such as walking or listening to multiple versions of a single story. The entanglement of continually moving lines, evident through the animation, provides a counter-narrative to colonial interpretations of the land – particularly narratives constructed through Cartesian coordinate systems (on which computer graphics and the geometry of built environments are based). This article will describe the production of this film, while also inquiring into how line-making provides a trace of memory, rhythmic movement and epistemology.
{"title":"Transformation through Repetition: Walking, Listening and Drawing on Tlicho Lands","authors":"A. Ruiz","doi":"10.1111/jade.12156","DOIUrl":"https://doi.org/10.1111/jade.12156","url":null,"abstract":"As part of my PhD practice-based research on Tlicho lands (a self-governed Indigenous region in Canada's Northwest Territories), drawing is being used to embody intangible cultural heritage (which includes activities such as oral history and the social practice of walking). Recent work to emerge from this research consists of two drawings created by Tlicho elders, and an animated film made of 900 graphite drawings referencing regional oral history. The process of rendering these drawings embodied experiences on the land that are repetitive, albeit transformative, such as walking or listening to multiple versions of a single story. The entanglement of continually moving lines, evident through the animation, provides a counter-narrative to colonial interpretations of the land – particularly narratives constructed through Cartesian coordinate systems (on which computer graphics and the geometry of built environments are based). This article will describe the production of this film, while also inquiring into how line-making provides a trace of memory, rhythmic movement and epistemology.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117827628","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":"Drawing on Curiosity: Between Two Worlds.","authors":"R. Wigglesworth","doi":"10.1111/JADE.12159","DOIUrl":"https://doi.org/10.1111/JADE.12159","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128526616","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}
This article offers examples of how drawing can facilitate thinking skills that promote analogical reasoning to enable deeper learning. The instructional design applies cognitive principles, briefly described here. The workshops were developed iteratively, through feedback from student and teacher participants. Elements of the UK National Curriculum’s key stage 3 science were covered in these examples, but the method of ‘drawing analogies’ can theoretically be applied in any subject.
{"title":"Drawing Analogies to Deepen Learning.","authors":"M. Fava","doi":"10.1111/JADE.12162","DOIUrl":"https://doi.org/10.1111/JADE.12162","url":null,"abstract":"This article offers examples of how drawing can facilitate thinking skills that promote analogical reasoning to enable deeper learning. The instructional design applies cognitive principles, briefly described here. The workshops were developed iteratively, through feedback from student and teacher participants. Elements of the UK National Curriculum’s key stage 3 science were covered in these examples, but the method of ‘drawing analogies’ can theoretically be applied in any subject.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125666589","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}
How can we understand the relationship between art, education and democracy in the contemporary western political condition? The recent president elections in the USA showed that the classical model of liberal representative democracy is shaking on its foundations. The question is how artists and education can respond to this political condition. In the article is argued that art has a special quality to address political, and especially democratic issues. It can strengthen education in its lessons in democracy and citizenship. Art has a special quality to walk on an alternative path of democracy, namely this of the civil domain. In the civil sphere artistic qualities and skills of designing and of imagination can play a crucial role.
{"title":"Artistic Constitutions of the Civil Domain: On Art, Education and Democracy","authors":"P. Gielen","doi":"10.1111/JADE.12146","DOIUrl":"https://doi.org/10.1111/JADE.12146","url":null,"abstract":"How can we understand the relationship between art, education and democracy in the contemporary western political condition? The recent president elections in the USA showed that the classical model of liberal representative democracy is shaking on its foundations. The question is how artists and education can respond to this political condition. In the article is argued that art has a special quality to address political, and especially democratic issues. It can strengthen education in its lessons in democracy and citizenship. Art has a special quality to walk on an alternative path of democracy, namely this of the civil domain. In the civil sphere artistic qualities and skills of designing and of imagination can play a crucial role.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126884327","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}
A. Kárpáti, K. Freedman, J. C. Castro, Mira Kallio-Tavin, Emiel Heijnen
A visual culture learning community (VCLC) is an adolescent or young adult group engaged in expression and creation outside of formal institutions and without adult supervision. In the framework of an international, comparative research project executed between 2010 and 2014, members of a variety of eight self-initiated visual culture groups ranging from manga and cosplay through contemporary art forms, fanart video, graffiti and cosplay in five urban areas (Amsterdam, Budapest, Chicago, Helsinki and Hong Kong) were studied through interview, participant observation and analysis of art works. In this article, collaborative group practices and processes in informal learning environments are presented through results of on-site observations, interviews and analyses of creations. VCLCs are identified as inspiring, collaborative spaces of peer mentoring that enhance both visual skills and self-esteem. Authors reveal how identity formation is interrelated with networking and knowledge sharing. Adolescents and young adults become participants of global communities of their creative genres through reinterpretation and individualisation of shared visual repertoires. In conclusion, implications for art education from the VCLC model for creative collaboration are suggested.
{"title":"Collaboration in Visual Culture Learning Communities: Towards a Synergy of Individual and Collective Creative Practice","authors":"A. Kárpáti, K. Freedman, J. C. Castro, Mira Kallio-Tavin, Emiel Heijnen","doi":"10.1111/JADE.12099","DOIUrl":"https://doi.org/10.1111/JADE.12099","url":null,"abstract":"A visual culture learning community (VCLC) is an adolescent or young adult group engaged in expression and creation outside of formal institutions and without adult supervision. In the framework of an international, comparative research project executed between 2010 and 2014, members of a variety of eight self-initiated visual culture groups ranging from manga and cosplay through contemporary art forms, fanart video, graffiti and cosplay in five urban areas (Amsterdam, Budapest, Chicago, Helsinki and Hong Kong) were studied through interview, participant observation and analysis of art works. In this article, collaborative group practices and processes in informal learning environments are presented through results of on-site observations, interviews and analyses of creations. VCLCs are identified as inspiring, collaborative spaces of peer mentoring that enhance both visual skills and self-esteem. Authors reveal how identity formation is interrelated with networking and knowledge sharing. Adolescents and young adults become participants of global communities of their creative genres through reinterpretation and individualisation of shared visual repertoires. In conclusion, implications for art education from the VCLC model for creative collaboration are suggested.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119037935","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":"Editorial: How Long Does it Take to Train a Teacher in Art and Design?","authors":"P. Gregory","doi":"10.1111/JADE.12148","DOIUrl":"https://doi.org/10.1111/JADE.12148","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127384074","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}
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