Pub Date : 2013-02-01DOI: 10.1111/J.1476-8070.2013.01738.X
Steve Herne, Jeff Adams, Dennis Atkinson, P. Dash, J. Jessel
The Future Something Project (FSP), a two-year action research project, was devised to nurture the creative and technological talent of small groups of young people at risk by creating a structured network, mentored and driven by creative professionals exploring innovative ways for the two distinct target groups to work together. The project practice is located within the new field of Interaction Design and takes a social and critical approach to Art and Design pedagogy. The external research team found that one valuable way of looking at the FSP enterprise was through the social theory of communities of practice (CoPs) developed in the 1990s by Lave and Wenger (1991; Wenger, 1998). The creation of a learning community as a pedagogical strategy is central to the conception and practice of this project. This paper, therefore, sets out to apply an existing theory to a new art and design context together with more general thoughts on learning communities. It explores the potential of new technologies and different settings to effect learning within structured networks and local and virtual communities of practice.
{"title":"Technology, Learning Communities and Young People: The Future Something Project.","authors":"Steve Herne, Jeff Adams, Dennis Atkinson, P. Dash, J. Jessel","doi":"10.1111/J.1476-8070.2013.01738.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2013.01738.X","url":null,"abstract":"The Future Something Project (FSP), a two-year action research project, was devised to nurture the creative and technological talent of small groups of young people at risk by creating a structured network, mentored and driven by creative professionals exploring innovative ways for the two distinct target groups to work together. The project practice is located within the new field of Interaction Design and takes a social and critical approach to Art and Design pedagogy. The external research team found that one valuable way of looking at the FSP enterprise was through the social theory of communities of practice (CoPs) developed in the 1990s by Lave and Wenger (1991; Wenger, 1998). The creation of a learning community as a pedagogical strategy is central to the conception and practice of this project. This paper, therefore, sets out to apply an existing theory to a new art and design context together with more general thoughts on learning communities. It explores the potential of new technologies and different settings to effect learning within structured networks and local and virtual communities of practice.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"136 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117416733","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}
Pub Date : 2012-10-01DOI: 10.1111/J.1476-8070.2012.01766.X
Jeff Adams, Sandra Hiett
{"title":"The Centrality of Art, Design and the Performing Arts to Education","authors":"Jeff Adams, Sandra Hiett","doi":"10.1111/J.1476-8070.2012.01766.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2012.01766.X","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126389379","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}
Pub Date : 2012-10-01DOI: 10.1111/J.1476-8070.2012.01763.X
G. Wall
This article will demonstrate that practice-led photographic research offers an example of dialogical encounter. Through recourse to an outline of my own practice and the experience of completing a practice-led doctoral thesis, the article will account for photographic practice and interdisciplinary research in terms of dialogism. This will demonstrate that visual research is a productive nexus: it does not simply concern itself with the products of creative practice, but is a generative space itself. The article will also discuss interdisciplinarity from a personal perspective on practice-led research, which, over time, has developed into an interdisciplinary mode of working. The radical notion of the dialogical self will be considered with specific reference to interdisciplinarity and practice-led research. The dialogical encounter will also be considered in relation to transformative learning encounters and what is at play in learning through practice, an encounter which places its protagonists at risk. However, far from being a negative state of affairs, this interstitial space in which the researcher/learner/teacher is lost and found is in fact a highly productive place in which to be.
{"title":"Interdisciplinary Research: Practising the In-Between","authors":"G. Wall","doi":"10.1111/J.1476-8070.2012.01763.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2012.01763.X","url":null,"abstract":"This article will demonstrate that practice-led photographic research offers an example of dialogical encounter. Through recourse to an outline of my own practice and the experience of completing a practice-led doctoral thesis, the article will account for photographic practice and interdisciplinary research in terms of dialogism. This will demonstrate that visual research is a productive nexus: it does not simply concern itself with the products of creative practice, but is a generative space itself. The article will also discuss interdisciplinarity from a personal perspective on practice-led research, which, over time, has developed into an interdisciplinary mode of working. The radical notion of the dialogical self will be considered with specific reference to interdisciplinarity and practice-led research. The dialogical encounter will also be considered in relation to transformative learning encounters and what is at play in learning through practice, an encounter which places its protagonists at risk. However, far from being a negative state of affairs, this interstitial space in which the researcher/learner/teacher is lost and found is in fact a highly productive place in which to be.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120317407","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}
Pub Date : 2012-06-01DOI: 10.1111/J.1476-8070.2012.01711.X
James Hall
{"title":"Searching for Art's New Publics: Edited by Jeni Walwin","authors":"James Hall","doi":"10.1111/J.1476-8070.2012.01711.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2012.01711.X","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"629 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113966844","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}
Pub Date : 2012-06-01DOI: 10.1111/J.1476-8070.2012.01731.X
Tom Hardy
Using Ivan Illich's seminal works, Deschooling Society and Tools for Conviviality as touchstones, this paper returns to further pursue the thrust of my article in iJADE 25.3 (2006), ‘Domain poisoning: the redundancy of current models of assessment through art’, and might be considered as a more radical addendum. The central strand of Illich's work on ‘deschooling’ is an indictment of the trend to dehumanisation and the counterproductivity which results from institutionalisation. This paper argues that it is time to revisit Illich's call for deschooling with particular reference to the teaching of art and design, and, in turn, to look at the construct of the art teacher for the twenty-first century as connoisseur/critic/animateur, aloof from the world of domain-based assessment. As has been suggested many times before within these pages and beyond, accountability makes teachers risk averse. In short, this article suggests that it is time that we took a structural risk and removed this glass ceiling to aspiration while calling for complete deregulation of art and design education and the reinstatement of the art teacher as an autonomous ‘agent of change’.
{"title":"De-Schooling Art and Design: Illich Redux","authors":"Tom Hardy","doi":"10.1111/J.1476-8070.2012.01731.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2012.01731.X","url":null,"abstract":"Using Ivan Illich's seminal works, Deschooling Society and Tools for Conviviality as touchstones, this paper returns to further pursue the thrust of my article in iJADE 25.3 (2006), ‘Domain poisoning: the redundancy of current models of assessment through art’, and might be considered as a more radical addendum. The central strand of Illich's work on ‘deschooling’ is an indictment of the trend to dehumanisation and the counterproductivity which results from institutionalisation. This paper argues that it is time to revisit Illich's call for deschooling with particular reference to the teaching of art and design, and, in turn, to look at the construct of the art teacher for the twenty-first century as connoisseur/critic/animateur, aloof from the world of domain-based assessment. As has been suggested many times before within these pages and beyond, accountability makes teachers risk averse. In short, this article suggests that it is time that we took a structural risk and removed this glass ceiling to aspiration while calling for complete deregulation of art and design education and the reinstatement of the art teacher as an autonomous ‘agent of change’.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120594619","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}
Pub Date : 2012-06-01DOI: 10.1111/J.1476-8070.2012.01712.X
Gunvor Guttorm
In this article, I intend briefly to present some views of how cultural expressions can be used as a basis of artistic education of an indigenous people in a particular area. In the past 30 years, indigenous peoples have demanded that their cultural expressions (and knowledge) be included in higher education; to achieve this, they have applied diverse strategies. This integration is, however, a complex process, as universities or institutions of higher education often have to follow national programmes and regulations concerning higher education. Nevertheless, many indigenous peoples have attempted, in their regions, to create art programmes for higher education, often as part of another art programme, or as an independent programme. The case that I use in the presentation is based on my work at Sami allaskuvla/the Sami University College in Guovdageaidnu (Kautokeino) in the Sami area of Norway. The main question here is: How and under what conditions is it possible to launch higher art education that has duodji as its foundation? A key question is what the significance of the overall discourse and praxis that has emerged and developed in indigenous societies is when it is transferred to higher education.
{"title":"Duodji: A New Step for Art Education","authors":"Gunvor Guttorm","doi":"10.1111/J.1476-8070.2012.01712.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2012.01712.X","url":null,"abstract":"In this article, I intend briefly to present some views of how cultural expressions can be used as a basis of artistic education of an indigenous people in a particular area. In the past 30 years, indigenous peoples have demanded that their cultural expressions (and knowledge) be included in higher education; to achieve this, they have applied diverse strategies. This integration is, however, a complex process, as universities or institutions of higher education often have to follow national programmes and regulations concerning higher education. Nevertheless, many indigenous peoples have attempted, in their regions, to create art programmes for higher education, often as part of another art programme, or as an independent programme. \u0000 \u0000The case that I use in the presentation is based on my work at Sami allaskuvla/the Sami University College in Guovdageaidnu (Kautokeino) in the Sami area of Norway. The main question here is: How and under what conditions is it possible to launch higher art education that has duodji as its foundation? A key question is what the significance of the overall discourse and praxis that has emerged and developed in indigenous societies is when it is transferred to higher education.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127602577","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}
Pub Date : 2012-02-01DOI: 10.1111/J.1476-8070.2012.01707.X
Korydon H. Smith, Carl A. Smith
As the economic pressure to teach more students with fewer (and less costly) instructors has increased in higher education, the utilisation of non-career teachers has become more prevalent. Design education has not escaped this phenomenon; non-career teachers, such as graduate and undergraduate students or design practitioners, have become commonplace in design education, including the design studio. The studio, however, is a unique teaching and learning environment in higher education. It poses distinct socio-academic challenges for both students and teachers. The utilisation of non-career teachers in studios raises a number of ethical and pedagogical questions. Teacher development is one serious concern. Here, the authors articulate the major challenges confronted by non-career studio teachers, especially student teaching assistants, and strategies for their development.
{"title":"Non‐Career Teachers in the Design Studio: Economics, Pedagogy and Teacher Development","authors":"Korydon H. Smith, Carl A. Smith","doi":"10.1111/J.1476-8070.2012.01707.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2012.01707.X","url":null,"abstract":"As the economic pressure to teach more students with fewer (and less costly) instructors has increased in higher education, the utilisation of non-career teachers has become more prevalent. Design education has not escaped this phenomenon; non-career teachers, such as graduate and undergraduate students or design practitioners, have become commonplace in design education, including the design studio. The studio, however, is a unique teaching and learning environment in higher education. It poses distinct socio-academic challenges for both students and teachers. The utilisation of non-career teachers in studios raises a number of ethical and pedagogical questions. Teacher development is one serious concern. Here, the authors articulate the major challenges confronted by non-career studio teachers, especially student teaching assistants, and strategies for their development.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127914142","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}
Pub Date : 2011-10-01DOI: 10.1111/J.1476-8070.2011.01723.X
Clare Stanhope
This article examines a case study of an A-Level student's work and how the inclusion and integration of my own practice as artist-teacher into the classroom has changed the teacher-student relationship, resulting in a more collaborative environment. It investigates how the mutual sharing of practice supports opportunities for pupils to discuss and investigate socially provocative issues and raises the issues of censorship. Through the case study the following questions will be addressed: how a collaborative classroom environment impacts on process and outcomes; the effect of discussing social/ political/ cultural issues within the art and design classroom; and the issues of censorship and ownership within the environment of a comprehensive secondary school context.
{"title":"The Artist‐Teacher in the Classroom and Changes in the Teacher–Student Relationship, with Reference to the Issue of Censorship","authors":"Clare Stanhope","doi":"10.1111/J.1476-8070.2011.01723.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2011.01723.X","url":null,"abstract":"This article examines a case study of an A-Level student's work and how the inclusion and integration of my own practice as artist-teacher into the classroom has changed the teacher-student relationship, resulting in a more collaborative environment. It investigates how the mutual sharing of practice supports opportunities for pupils to discuss and investigate socially provocative issues and raises the issues of censorship. Through the case study the following questions will be addressed: how a collaborative classroom environment impacts on process and outcomes; the effect of discussing social/ political/ cultural issues within the art and design classroom; and the issues of censorship and ownership within the environment of a comprehensive secondary school context.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"212 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119551450","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}
Pub Date : 2011-10-01DOI: 10.1111/J.1476-8070.2011.01722.X
C. Wild
Rather than taking a transformational role in schools, new art and design teachers quickly become subject to ‘school art’ orthodoxy. Theories of subjectivity and the development of professional identity within communities of practice can feel far removed from the classroom. This article seeks to make clearer the processes by which teacher identity and practice becomes normalised and proposes ways that such processes may be resisted. With reference to Foucault, Lyotard, Bruner, Wenger and Bey, the classroom as a site of performativity is contrasted with alternative heterotopia-like sites away from the spectre of observation, where different identities and behaviours can be explored. These temporary sites of difference are an antidote to the orthodoxy of the ‘school art’ condition and open up the possibility for teachers, both new and experienced, to implement a more hospitable, participatory pedagogy.
{"title":"Making Creative Spaces: The Art and Design Classroom as a Site of Performativity","authors":"C. Wild","doi":"10.1111/J.1476-8070.2011.01722.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2011.01722.X","url":null,"abstract":"Rather than taking a transformational role in schools, new art and design teachers quickly become subject to ‘school art’ orthodoxy. Theories of subjectivity and the development of professional identity within communities of practice can feel far removed from the classroom. This article seeks to make clearer the processes by which teacher identity and practice becomes normalised and proposes ways that such processes may be resisted. With reference to Foucault, Lyotard, Bruner, Wenger and Bey, the classroom as a site of performativity is contrasted with alternative heterotopia-like sites away from the spectre of observation, where different identities and behaviours can be explored. These temporary sites of difference are an antidote to the orthodoxy of the ‘school art’ condition and open up the possibility for teachers, both new and experienced, to implement a more hospitable, participatory pedagogy.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"6 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125998726","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}
Pub Date : 2011-06-01DOI: 10.1111/J.1476-8070.2011.01674.X
Montserrat Rifà-Valls
This article interprets the repercussions of visual storytelling for art education and arts-based narrative research and, particularly, it approaches visual storytelling as a critical tool for pre-service teacher education. After reinterpreting storytelling from the perspective of visual critical pedagogy, I will narratively reconstruct the use of visual storytelling in three learning stories taking the form of students' portfolios. As a visual narrative researcher, I will examine the tactics for writing and reading that these students have developed in creating visual stories: the first narrative analyses the role of art during the reconstruction of the learning process by incorporating autobiography and reflexivity (Tanit's portfolio); the second narrative reflects on deconstruction and intertextuality in a multimedia portfolio, which mainly interrelates opera and cinema (Eulalia's portfolio); and the third narrative introduces virtual storytelling and connects self-awareness/meta-awareness with multi-literacy in narrative learning (Sonia's portfolios). This article also views improvisations, attempts, drafts and interactions in the process of writing and reading portfolios as part of visual experimentation to fabricate learning stories, in order to analyse the opportunities that visual storytelling offers for visual narrative pedagogy.
{"title":"Experimenting with Visual Storytelling in Students' Portfolios: Narratives of Visual Pedagogy for Pre- Service Teacher Education","authors":"Montserrat Rifà-Valls","doi":"10.1111/J.1476-8070.2011.01674.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2011.01674.X","url":null,"abstract":"This article interprets the repercussions of visual storytelling for art education and arts-based narrative research and, particularly, it approaches visual storytelling as a critical tool for pre-service teacher education. After reinterpreting storytelling from the perspective of visual critical pedagogy, I will narratively reconstruct the use of visual storytelling in three learning stories taking the form of students' portfolios. As a visual narrative researcher, I will examine the tactics for writing and reading that these students have developed in creating visual stories: the first narrative analyses the role of art during the reconstruction of the learning process by incorporating autobiography and reflexivity (Tanit's portfolio); the second narrative reflects on deconstruction and intertextuality in a multimedia portfolio, which mainly interrelates opera and cinema (Eulalia's portfolio); and the third narrative introduces virtual storytelling and connects self-awareness/meta-awareness with multi-literacy in narrative learning (Sonia's portfolios). This article also views improvisations, attempts, drafts and interactions in the process of writing and reading portfolios as part of visual experimentation to fabricate learning stories, in order to analyse the opportunities that visual storytelling offers for visual narrative pedagogy.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127336698","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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