Pub Date : 2009-10-01DOI: 10.1111/J.1476-8070.2009.01623.X
T. Parker
This article discusses the personal experience of reading an Artist-Teacher MA, both as a way of engaging with a course of study aimed specifically at art teachers and also as an attempt to explore and possibly reconcile the pedagogic issues related to the area of critical and contextual studies that had arisen within my own practice. Critical and contextual studies has grown to become an essential component of art education in schools, yet there would appear to be limited pedagogic approaches amongst art teachers or enthusiasm for alternative curriculum models other than those inferred from exemplar material provided by examination boards for assessment purposes. As a consequence of engaging with the Artist-Teacher MA, I confronted my pedagogic practice and reconsidered my personal position within the continuum of the role of teacher and that of artist. In turn this has led me to consider the notion of the pupil-artist and and to question the implications of this for my continuing classroom practice.
{"title":"Continuing the Journey—the Artist‐Teacher MA as a Catalyst for Critical Reflection","authors":"T. Parker","doi":"10.1111/J.1476-8070.2009.01623.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2009.01623.X","url":null,"abstract":"This article discusses the personal experience of reading an Artist-Teacher MA, both as a way of engaging with a course of study aimed specifically at art teachers and also as an attempt to explore and possibly reconcile the pedagogic issues related to the area of critical and contextual studies that had arisen within my own practice. Critical and contextual studies has grown to become an essential component of art education in schools, yet there would appear to be limited pedagogic approaches amongst art teachers or enthusiasm for alternative curriculum models other than those inferred from exemplar material provided by examination boards for assessment purposes. As a consequence of engaging with the Artist-Teacher MA, I confronted my pedagogic practice and reconsidered my personal position within the continuum of the role of teacher and that of artist. In turn this has led me to consider the notion of the pupil-artist and and to question the implications of this for my continuing classroom practice.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127346417","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 : 2009-10-01DOI: 10.1111/J.1476-8070.2009.01613.X
P. Antoniou
{"title":"Children & Pictures: Drawing and Understanding","authors":"P. Antoniou","doi":"10.1111/J.1476-8070.2009.01613.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2009.01613.X","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128019477","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 : 2009-10-01DOI: 10.1111/J.1476-8070.2009.01622.X
Linda Apps, C. Mamchur
The task of writing about the process of making and contextualising art can be overwhelming for some graduate students. While the challenge may be due in part to limited time and attention to the practice of writing, in a practice-based arts thesis there is a deeper issue: how the visual and written components are attended to in a manner that neither is subjugated and both are fully realised. Helping students to revision art and writing as similar creative processes that can be structured around a framework designed to address both processes can override the conception that writing and art are polarising forces. This article describes one such framework that was found to be effective from both the perspective of the professor and the student in fleshing out the heart of both artistic processes and finding an integrating structure that moves a thesis to fruition.
{"title":"Artful Language: Academic Writing for the Art Student.","authors":"Linda Apps, C. Mamchur","doi":"10.1111/J.1476-8070.2009.01622.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2009.01622.X","url":null,"abstract":"The task of writing about the process of making and contextualising art can be overwhelming for some graduate students. While the challenge may be due in part to limited time and attention to the practice of writing, in a practice-based arts thesis there is a deeper issue: how the visual and written components are attended to in a manner that neither is subjugated and both are fully realised. Helping students to revision art and writing as similar creative processes that can be structured around a framework designed to address both processes can override the conception that writing and art are polarising forces. \u0000 \u0000 \u0000 \u0000This article describes one such framework that was found to be effective from both the perspective of the professor and the student in fleshing out the heart of both artistic processes and finding an integrating structure that moves a thesis to fruition.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128038039","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 : 2009-06-01DOI: 10.1111/J.1476-8070.2009.01611.X
Tom Hardy
{"title":"Canadian Art/Works: A Resource for Primary, Junior, Intermediate and Senior Teachers","authors":"Tom Hardy","doi":"10.1111/J.1476-8070.2009.01611.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2009.01611.X","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127759242","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 : 2009-06-01DOI: 10.1111/J.1476-8070.2009.01609.X
R. Hickman
{"title":"The Richness of Art Education","authors":"R. Hickman","doi":"10.1111/J.1476-8070.2009.01609.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2009.01609.X","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124487857","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 : 2009-06-01DOI: 10.1111/J.1476-8070.2009.01604.X
E. Pringle
Drawing on recent research which examined how selected artist educators perceive themselves as arts practitioners and analysed how these constructions inform their pedagogy, this article proposes a framework of meaning making in the art gallery. Art practice is defined as a process of conceptual and experiential enquiry which embraces inspiration, looking, questioning, making, reflective thinking and the building of meanings. The pedagogic process instigated in the gallery resembles art practice in that artists seek to ‘teach’ skills including questioning and critical reflection and promote experiential learning. Hence artist educators function as facilitators enabling learners to engage directly with art works (which are seen to embody the knowledge of the artist creator and contribute actively to the construction of meaning), whilst sharing their knowledge through dialogic exchange. The devised Meaning Making in the Gallery (MMG) framework encapsulates the pedagogic relation-ship between artist, learners and artworks in the gallery and proposes a model of creative teaching and learning which has potential application within cultural institutions and beyond.
{"title":"The Artist-Led Pedagogic Process in the Contemporary Art Gallery: Developing a Meaning Making Framework.","authors":"E. Pringle","doi":"10.1111/J.1476-8070.2009.01604.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2009.01604.X","url":null,"abstract":"Drawing on recent research which examined how selected artist educators perceive themselves as arts practitioners and analysed how these constructions inform their pedagogy, this article proposes a framework of meaning making in the art gallery. Art practice is defined as a process of conceptual and experiential enquiry which embraces inspiration, looking, questioning, making, reflective thinking and the building of meanings. The pedagogic process instigated in the gallery resembles art practice in that artists seek to ‘teach’ skills including questioning and critical reflection and promote experiential learning. Hence artist educators function as facilitators enabling learners to engage directly with art works (which are seen to embody the knowledge of the artist creator and contribute actively to the construction of meaning), whilst sharing their knowledge through dialogic exchange. The devised Meaning Making in the Gallery (MMG) framework encapsulates the pedagogic relation-ship between artist, learners and artworks in the gallery and proposes a model of creative teaching and learning which has potential application within cultural institutions and beyond.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118958476","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 : 2009-06-01DOI: 10.1111/J.1476-8070.2009.01602.X
A. Shreeve
This article explores issues of identity as part-time tutors engage in teaching in further and higher education. It is based on a phenomenographic research approach that examines variation in experience. Based on interviews with 16 creative practitioners who also teach, it draws on the narratives of identity resulting from the interview process. The five possible ways that the relationship between practice and teaching can be experienced can also be associated with five different experiences of identity. The research also draws on case studies more aligned with one category of experience than another, enabling aspects of identity work to be related to the worlds of practice and teaching and to individual histories of participation in these worlds. Factors that help to contribute to particular forms of identity are therefore discussed, as well as the impact that tutor identity can have on the students' learning experience.
{"title":"'I'd rather be seen as a practitioner , come in to teach my subject' - identity work in part time art and design tutors","authors":"A. Shreeve","doi":"10.1111/J.1476-8070.2009.01602.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2009.01602.X","url":null,"abstract":"This article explores issues of identity as part-time tutors engage in teaching in further and higher education. It is based on a phenomenographic research approach that examines variation in experience. Based on interviews with 16 creative practitioners who also teach, it draws on the narratives of identity resulting from the interview process. The five possible ways that the relationship between practice and teaching can be experienced can also be associated with five different experiences of identity. The research also draws on case studies more aligned with one category of experience than another, enabling aspects of identity work to be related to the worlds of practice and teaching and to individual histories of participation in these worlds. Factors that help to contribute to particular forms of identity are therefore discussed, as well as the impact that tutor identity can have on the students' learning experience.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118214749","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 : 2009-06-01DOI: 10.1111/J.1476-8070.2009.01608.X
Anita Ng Heung Sang
This article describes a collaborative action research conducted by a lecturer and several primary school art teachers, who between 2001 and 2006 created the Visual Arts Education Web (‘iii web’) in Hong Kong. The creation of the ‘iii web’ was accomplished through research that employed questionnaires, focus group discussions and individual interviews. Teachers' perceptions of using websites in teaching were examined, art education websites from Hong Kong, Taiwan, Mainland China and the USA were compared, in order to create a website that could meet the needs of Hong Kong primary school art teachers. Inquiry-based learning is one of the important teaching approaches that were introduced during the Hong Kong Education Reform in 2003. An example of using the ‘iii web’ to teach public art is described to illustrate how the teacher and students used inquiry-based learning in art education.
{"title":"The creation of the 'Hong Kong Visual Arts Education Web' and the use of the inquiry-based teaching approach","authors":"Anita Ng Heung Sang","doi":"10.1111/J.1476-8070.2009.01608.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2009.01608.X","url":null,"abstract":"This article describes a collaborative action research conducted by a lecturer and several primary school art teachers, who between 2001 and 2006 created the Visual Arts Education Web (‘iii web’) in Hong Kong. The creation of the ‘iii web’ was accomplished through research that employed questionnaires, focus group discussions and individual interviews. Teachers' perceptions of using websites in teaching were examined, art education websites from Hong Kong, Taiwan, Mainland China and the USA were compared, in order to create a website that could meet the needs of Hong Kong primary school art teachers. Inquiry-based learning is one of the important teaching approaches that were introduced during the Hong Kong Education Reform in 2003. An example of using the ‘iii web’ to teach public art is described to illustrate how the teacher and students used inquiry-based learning in art education.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126245451","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 : 2009-02-01DOI: 10.1111/J.1476-8070.2009.01596.X
O. Sagan
This article describes an ongoing research project at the University of the Arts, London, which investigates the learning and creativity of a group of students with mental health difficulties. It discusses emerging findings on one theme, that of motivation. Employing a longitudinal biographic narrative methodology, this research, now entering its second year, has triggered questions regarding the resilience and fortitude of a group of practising, aspiring artists. This article sketches the theoretical background used to explore this resilience and motivation, and draws on the Kleinian concept of reparation as a way to understanding the narrativised yearning for learning and the urge to create.
{"title":"Open Disclosures: Learning, Creativity and the Passage of Mental (III) Health","authors":"O. Sagan","doi":"10.1111/J.1476-8070.2009.01596.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2009.01596.X","url":null,"abstract":"This article describes an ongoing research project \u0000at the University of the Arts, London, which investigates \u0000the learning and creativity of a group of \u0000students with mental health difficulties. It \u0000discusses emerging findings on one theme, that \u0000of motivation. Employing a longitudinal biographic \u0000narrative methodology, this research, now entering \u0000its second year, has triggered questions \u0000regarding the resilience and fortitude of a group \u0000of practising, aspiring artists. This article sketches \u0000the theoretical background used to explore this \u0000resilience and motivation, and draws on the Kleinian \u0000concept of reparation as a way to understanding \u0000the narrativised yearning for learning and the \u0000urge to create.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118613475","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 : 2009-02-01DOI: 10.1111/J.1476-8070.2009.01594.X
Barbro Sjöberg
This article is part of a formal research project concerning design as an integrated part of sloyd education. The concept of ‘sloyd education’ is used in the Nordic countries as an umbrella term for different educational crafts whose scientific basis is to be found in the university subjects Sloyd Education and Crafts Science. The aim of the whole project is to develop methods for teaching design theory and design practice within sloyd teacher education. By analysing the design processes of five design students during an MA course in Fashion and Textiles, an account of the kind of design knowledge the students are working on during the process, and how iterativeness and multi-layered procedures, which are characteristic for the design process of a single student, is built up. The results of the analysis show that during the design process the students concentrate on technological and aesthetical knowledge and that the design process can be very varied and have its starting points both in images and in concrete materials.
{"title":"Design Theory and Design Practice within Sloyd Education.","authors":"Barbro Sjöberg","doi":"10.1111/J.1476-8070.2009.01594.X","DOIUrl":"https://doi.org/10.1111/J.1476-8070.2009.01594.X","url":null,"abstract":"This article is part of a formal research project concerning design as an integrated part of sloyd education. The concept of ‘sloyd education’ is used in the Nordic countries as an umbrella term for different educational crafts whose scientific basis is to be found in the university subjects Sloyd Education and Crafts Science. The aim of the whole project is to develop methods for teaching design theory and design practice within sloyd teacher education. By analysing the design processes of five design students during an MA course in Fashion and Textiles, an account of the kind of design knowledge the students are working on during the process, and how iterativeness and multi-layered procedures, which are characteristic for the design process of a single student, is built up. The results of the analysis show that during the design process the students concentrate on technological and aesthetical knowledge and that the design process can be very varied and have its starting points both in images and in concrete materials.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128086101","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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