Peer critiques play a major role in the design learning process. However, due to vague boundaries and definitions of them, it is hard and yet significant to model peer critiques in the context of design education. This article aims to gain a greater understanding about dynamics, motivations and contents of peer critiques. As a result, a framework to categorize peer critiques in design education context is presented. Also, a new type of peer critiques is suggested as compassionate critiques, which are defined as statements that occur between hierarchically equivalent, emotionally matched individuals and contain a general appreciation and sensitivity without determinate judgements about the idea, project or process.
{"title":"‘How can I say this politely?’: Remodelling peer critiquing in design education and revealing compassionate critiques","authors":"Onur Yılmaz, K. Gelmez","doi":"10.1386/adch_00069_1","DOIUrl":"https://doi.org/10.1386/adch_00069_1","url":null,"abstract":"Peer critiques play a major role in the design learning process. However, due to vague boundaries and definitions of them, it is hard and yet significant to model peer critiques in the context of design education. This article aims to gain a greater understanding about dynamics, motivations and contents of peer critiques. As a result, a framework to categorize peer critiques in design education context is presented. Also, a new type of peer critiques is suggested as compassionate critiques, which are defined as statements that occur between hierarchically equivalent, emotionally matched individuals and contain a general appreciation and sensitivity without determinate judgements about the idea, project or process.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"116 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83248368","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}
Review of: Access and Widening Participation in Arts Higher Education: Practice and Research , Samantha Broadhead (ed.) (2022) Cham: Palgrave Macmillan, 263 pp., ISBN 978-3-03097-449-7, h/bk, £109.99
{"title":"Access and Widening Participation in Arts Higher Education: Practice and Research, Samantha Broadhead (ed.) (2022)","authors":"Stephen Felmingham","doi":"10.1386/adch_00066_5","DOIUrl":"https://doi.org/10.1386/adch_00066_5","url":null,"abstract":"Review of: Access and Widening Participation in Arts Higher Education: Practice and Research , Samantha Broadhead (ed.) (2022) Cham: Palgrave Macmillan, 263 pp., ISBN 978-3-03097-449-7, h/bk, £109.99","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135722819","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":"Dear art teacher","authors":"Lucas De Man","doi":"10.1386/adch_00067_7","DOIUrl":"https://doi.org/10.1386/adch_00067_7","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"111 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90084686","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}
The article introduces the fashion process as a relevant topic for the current research in the field, stating the need for further explorations and academic investigation. Recent studies provide detailed guidelines about the fashion design process understood as a linear sequence of stages evolving from the initial sources of inspiration through fabrics research, sketching, pattern-making and garment construction techniques to end products and collection delivery. Very few studies investigate how, when or where innovative ideas emerge along this process. Although acknowledged as part of real-life practice, the intuitive/unstructured/experimental part of creation is hardly grasped within a linear framework. Besides the systematic approach to the design process, fashion students also need to learn how to think creatively and navigate successfully between the multiple phases of the development. How to experiment, reflect, adapt, solve problems, select, improve and enrich their processes. The studio exercises illustrated in the last part of this article propose an integration of design thinking methods into creative pedagogies for fashion design. Challenges, play and other experimental activities engage students better at the early stage of the process, feed their imagination and are instrumental in developing their personal creative approach to fashion.
{"title":"Inspired: Exploring creative pedagogies at the early stage of the fashion design process","authors":"Lavinia Ban","doi":"10.1386/adch_00070_1","DOIUrl":"https://doi.org/10.1386/adch_00070_1","url":null,"abstract":"The article introduces the fashion process as a relevant topic for the current research in the field, stating the need for further explorations and academic investigation. Recent studies provide detailed guidelines about the fashion design process understood as a linear sequence of stages evolving from the initial sources of inspiration through fabrics research, sketching, pattern-making and garment construction techniques to end products and collection delivery. Very few studies investigate how, when or where innovative ideas emerge along this process. Although acknowledged as part of real-life practice, the intuitive/unstructured/experimental part of creation is hardly grasped within a linear framework. Besides the systematic approach to the design process, fashion students also need to learn how to think creatively and navigate successfully between the multiple phases of the development. How to experiment, reflect, adapt, solve problems, select, improve and enrich their processes. The studio exercises illustrated in the last part of this article propose an integration of design thinking methods into creative pedagogies for fashion design. Challenges, play and other experimental activities engage students better at the early stage of the process, feed their imagination and are instrumental in developing their personal creative approach to fashion.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"21 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84251002","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}
Historically, the individual tutorial has been seen as an opportunity to focus on the student and the student’s particular needs. The aim of this study was to discover more about both student and staff perceptions of the one-to-one within an undergraduate fine art course. Ten online tutorials were observed over a five-month period and twenty follow-up interviews undertaken with students and lecturers, using a structured set of questions. There was broad agreement that good communication and dialogue were at the root of a successful experience, with students particularly valuing the strength of their relationship to their tutor. In addition, the opportunity to talk to a practising artist could have a validating effect on the student and help to bring them into the community of fine art practice. This supports existing research which has stressed the importance of empowerment and legitimation in the process of forming an identity as an artist.
{"title":"Student and lecturer perceptions of the one-to-one tutorial in undergraduate fine art","authors":"Mark Wilsher","doi":"10.1386/adch_00064_1","DOIUrl":"https://doi.org/10.1386/adch_00064_1","url":null,"abstract":"Historically, the individual tutorial has been seen as an opportunity to focus on the student and the student’s particular needs. The aim of this study was to discover more about both student and staff perceptions of the one-to-one within an undergraduate fine art course. Ten online tutorials were observed over a five-month period and twenty follow-up interviews undertaken with students and lecturers, using a structured set of questions. There was broad agreement that good communication and dialogue were at the root of a successful experience, with students particularly valuing the strength of their relationship to their tutor. In addition, the opportunity to talk to a practising artist could have a validating effect on the student and help to bring them into the community of fine art practice. This supports existing research which has stressed the importance of empowerment and legitimation in the process of forming an identity as an artist.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"59 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90233726","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}
Contributions in this issue describe ways in which educators push the boundaries of art and design pedagogy, especially through identity development and empathy, to centre student voice and dismantle oppressive institutional structures.
{"title":"Identity and empathy: Pushing boundaries and transgressing barriers","authors":"Stacey Salazar","doi":"10.1386/adch_00071_2","DOIUrl":"https://doi.org/10.1386/adch_00071_2","url":null,"abstract":"Contributions in this issue describe ways in which educators push the boundaries of art and design pedagogy, especially through identity development and empathy, to centre student voice and dismantle oppressive institutional structures.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"23 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72521638","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}
Tarja-Kaarina Laamanen, M. Mäkelä, P. Seitamaa-Hakkarainen
This article discusses research from the Design Experimentation and Exploration (DEE) course in the higher education context. The DEE course was designed to support MA design students’ understanding of their creativity in an explorative course. The data were drawn from the students’ weekly and final reflections, as well as from the notes by one of the researchers. We were interested in how material-led processes developed through repeated material explorations and experimentation during the DEE course. We found that, in this context, the material process was related to identity building, overcoming challenges in idea development, and conceptual inquiry. The results highlight how materials and making can intertwine with personal goals. They thus provide an example for educators in other contexts to support students in bravely following uncertain processes, letting go, and experimenting freely.
{"title":"Material-led creative processes in the context of design education","authors":"Tarja-Kaarina Laamanen, M. Mäkelä, P. Seitamaa-Hakkarainen","doi":"10.1386/adch_00061_1","DOIUrl":"https://doi.org/10.1386/adch_00061_1","url":null,"abstract":"This article discusses research from the Design Experimentation and Exploration (DEE) course in the higher education context. The DEE course was designed to support MA design students’ understanding of their creativity in an explorative course. The data were drawn from the students’ weekly and final reflections, as well as from the notes by one of the researchers. We were interested in how material-led processes developed through repeated material explorations and experimentation during the DEE course. We found that, in this context, the material process was related to identity building, overcoming challenges in idea development, and conceptual inquiry. The results highlight how materials and making can intertwine with personal goals. They thus provide an example for educators in other contexts to support students in bravely following uncertain processes, letting go, and experimenting freely.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"49 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82973711","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 : 2023-04-01DOI: 10.1007/978-3-030-97450-3
S. Felmingham
{"title":"Access and Widening Participation in Arts Higher Education","authors":"S. Felmingham","doi":"10.1007/978-3-030-97450-3","DOIUrl":"https://doi.org/10.1007/978-3-030-97450-3","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"18 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81742200","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}
The importance of the design process in architecture is one of the most popular subjects for the researchers in this field. By reviewing the literature on the subject of design methods in architecture, the authors suggested a model of four types of conceptual design: analogical, typological, pragmatic and theoretical. Also, based on the previous studies of brain dominancy, individuals can be divided into four main groups. In order to find the relation between brain dominancy of architecture students and their preferred conceptualization methods in design, over 350 students of architecture participated in this research in Iran. Using Ned Herrmann’s brain physiology model, the findings concluded that the participants who use their A quadrant of brain prefer pragmatic and theoretical approaches. The preference of participants with B and C quarter-brain dominance is respectively typological and theoretical methods. Participants who use their D quadrant of brain prefer analogical and theoretical methods.
{"title":"The relation between brain-learning physiology and conceptualization methods in the design process of architecture students1","authors":"A. Mahmoodi, Mahyar Bastani","doi":"10.1386/adch_00060_1","DOIUrl":"https://doi.org/10.1386/adch_00060_1","url":null,"abstract":"The importance of the design process in architecture is one of the most popular subjects for the researchers in this field. By reviewing the literature on the subject of design methods in architecture, the authors suggested a model of four types of conceptual design: analogical, typological, pragmatic and theoretical. Also, based on the previous studies of brain dominancy, individuals can be divided into four main groups. In order to find the relation between brain dominancy of architecture students and their preferred conceptualization methods in design, over 350 students of architecture participated in this research in Iran. Using Ned Herrmann’s brain physiology model, the findings concluded that the participants who use their A quadrant of brain prefer pragmatic and theoretical approaches. The preference of participants with B and C quarter-brain dominance is respectively typological and theoretical methods. Participants who use their D quadrant of brain prefer analogical and theoretical methods.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"74 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83987525","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}
Review of: Introduction to Design Education: Theory, Research, and Practical Applications for Educators, Steven Faerm (2023) New York: Routledge, 301 pp., ISBN 978-0-36750-230-0, h/bk, $39.95
{"title":"Introduction to Design Education: Theory, Research, and Practical Applications for Educators, Steven Faerm (2023)","authors":"Noël Palomo-Lovinski","doi":"10.1386/adch_00065_5","DOIUrl":"https://doi.org/10.1386/adch_00065_5","url":null,"abstract":"Review of: Introduction to Design Education: Theory, Research, and Practical Applications for Educators, Steven Faerm (2023)\u0000 New York: Routledge, 301 pp.,\u0000 ISBN 978-0-36750-230-0, h/bk, $39.95","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"31 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74668266","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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