{"title":"The importance of writing as a material practice for art and design students: A contemporary rereading of the Coldstream Reports","authors":"J. Lockheart","doi":"10.1386/ADCH.17.2.151_1","DOIUrl":"https://doi.org/10.1386/ADCH.17.2.151_1","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45860724","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 reports on a small-scale study undertaken at a leading UK arts university. The study aims to explore the increasing trend of 'technicians' transitioning their careers into 'academia'. Studies that focus on technicians are scarce. Those few existing studies describe the growth of practiced-based teaching in the creative arts, the sector's increasing reliance on technicians and technicians' greater involvement in shaping the learning experiences of students. Conversely, there is a rich literature that describes the unbundling and devaluation of traditional academic roles. This article employs a phenomenographic methodology to explore the experiences of three members of staff who have recently transitioned from technician roles into academia, considering whether the factors that have elevated the status of technicians have also eroded traditional academic roles, and whether this enables individuals to transition between what many experience as disparate camps.
{"title":"Creative arts technicians in academia: To transition or not to transition?","authors":"T. Savage","doi":"10.1386/ADCH.17.2.237_1","DOIUrl":"https://doi.org/10.1386/ADCH.17.2.237_1","url":null,"abstract":"This article reports on a small-scale study undertaken at a leading UK arts university. The study aims to explore the increasing trend of 'technicians' transitioning their careers into 'academia'. Studies that focus on technicians are scarce. Those few existing studies describe the growth of practiced-based teaching in the creative arts, the sector's increasing reliance on technicians and technicians' greater involvement in shaping the learning experiences of students. Conversely, there is a rich literature that describes the unbundling and devaluation of traditional academic roles. This article employs a phenomenographic methodology to explore the experiences of three members of staff who have recently transitioned from technician roles into academia, considering whether the factors that have elevated the status of technicians have also eroded traditional academic roles, and whether this enables individuals to transition between what many experience as disparate camps.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45840168","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":"Re-imagining the sketchbook as a medium of encounter","authors":"Nigel Power","doi":"10.1386/ADCH.17.2.199_1","DOIUrl":"https://doi.org/10.1386/ADCH.17.2.199_1","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43618950","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":"Book Review","authors":"K. Petrie","doi":"10.1386/adch.17.2.255_5","DOIUrl":"https://doi.org/10.1386/adch.17.2.255_5","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42400510","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":"Exploring the functions of reflective writing in the design studio: A study from the point of view of students","authors":"K. Gelmez, H. Bagli","doi":"10.1386/ADCH.17.2.177_1","DOIUrl":"https://doi.org/10.1386/ADCH.17.2.177_1","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/ADCH.17.2.177_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43484545","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":"A multi-method case study of textile craft-design applications – usability and effects on the design process","authors":"Riikonen Sini, Seitamaa-Hakkarainen Pirita","doi":"10.1386/adch.17.2.217_1","DOIUrl":"https://doi.org/10.1386/adch.17.2.217_1","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66687878","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 are museum collections used as a source of inspiration by creative practitioners? This article describes a project, Inspiration Examined, funded by Share Academy,which used a narrative research method to critically examine the process of inspiration, using interviews with students carried out at the Museum of Domestic Design and Architecture (MoDA). Share Academy was a partnership project between University College London (UCL), University of the Arts London (UAL) and the London Museums Group, with the aim of exploring the potential for more effective and mutually beneficial collaborations between Higher education and specialist London museums
{"title":"Inspiration Examined: Towards a methodology","authors":"Z. Hendon","doi":"10.1386/ADCH.17.2.135_1","DOIUrl":"https://doi.org/10.1386/ADCH.17.2.135_1","url":null,"abstract":"How are museum collections used as a source of inspiration by creative practitioners? This article describes a project, Inspiration Examined, funded by Share Academy,which used a narrative research method to critically examine the process of inspiration, using interviews with students carried out at the Museum of Domestic Design and Architecture (MoDA). Share Academy was a partnership project between University College London (UCL), University of the Arts London (UAL) and the London Museums Group, with the aim of exploring the potential for more effective and mutually beneficial collaborations between Higher education and specialist London museums","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44541293","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":"Ahola (aloha backwards): Social practice fashion Honolulu style","authors":"Henry Navarro Delgado","doi":"10.1386/ADCH.17.1.107_1","DOIUrl":"https://doi.org/10.1386/ADCH.17.1.107_1","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81966216","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 presents a case study of a collaborative project between garment technology students and museum costume curators, centred around object-based research. The project brief was to re-produce patterns and toiles of selected archive garments, with a focus on incorporating digital pattern technology, to explore the possibilities of this technology in an exhibition context. In addition to these specified outcomes, a successful knowledge exchange was observed, with the curators advising the provenance and social history of the pieces and the students sharing their expertise in manual and digital pattern cutting and in garment construction. During the project, the personal development of the students transitioned from a position of inexperience relating to archived garments, to one of recognized expertise through their recreation of the pieces in a pattern and construction context.
{"title":"An object-based research study of archive pieces incorporating digital technology","authors":"Susanne Baldwin","doi":"10.1386/ADCH.17.1.25_1","DOIUrl":"https://doi.org/10.1386/ADCH.17.1.25_1","url":null,"abstract":"This article presents a case study of a collaborative project between garment technology students and museum costume curators, centred around object-based research. The project brief was to re-produce patterns and toiles of selected archive garments, with a focus on incorporating digital pattern technology, to explore the possibilities of this technology in an exhibition context. In addition to these specified outcomes, a successful knowledge exchange was observed, with the curators advising the provenance and social history of the pieces and the students sharing their expertise in manual and digital pattern cutting and in garment construction. During the project, the personal development of the students transitioned from a position of inexperience relating to archived garments, to one of recognized expertise through their recreation of the pieces in a pattern and construction context.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85165844","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}
Abstract The fashion industry has well-documented challenges around sustainability; the predominance of the low-cost-high-turnover business model raises questions about fashion’s ethics (Shaw et al., 2004). Fashion’s engagement with sustainability is most visible in design and production areas and is much less well developed in the area of socially responsible management, although integrating ethical business and sustainability into graduates’ attributes is increasingly seen as a priority for educators (Sims, Brinkmann, Sims and Nelson, 2011). The 2007 United Nations Principles for Responsible Management Education are an engagement framework for Higher Education Institutions to embed CSR in education, research, and campus practices (unprme.org). This Global Compact initiative developed in response to the global economic crisis, as a framework against which business schools can audit progress towards a societally responsible curriculum and practices. Purpose, the first of the six Principles, challenges educators to develop their students’ capabilities ‘to be future generators of sustainable value for business and society and to work for an inclusive and sustainable global economy’ (unprme.org). With our position as fashion business researchers and educators we have a responsibility to guide students as they develop their positions on the serious issues the fashion industry faces today. This paper explores a series of curriculum interventions at undergraduate and postgraduate level which introduce fashion business students to the complex practical and ethical challenges for 21st century fashion businesses, using the lens of sustainability to explore every aspect of the fashion industry: production, design and promotion. Through the authors’ research and teaching, case studies, lectures, seminars and assessment tasks have been designed to engage students with a 360 degree understanding of sustainability and to promote students’ development of creative solutions to our industry’s challenges. One such teaching initiative was a finalist in the 2015 Environmental Association for Universities and Colleges (EAUC) Green Gown Awards. It involved a series of guest lectures from sustainability champions after which students carried out sustainability audits on start-up fashion brands and proposed design and marketing strategies using sustainability as a key source of differentiation and added value (Aaker & McLoughlin, 2010). Learning about issues such as textile waste and opportunities e.g. co-creation and no-waste design, engagement was high and students responded positively: ‘The sustainability part of this project has changed the way in which I look at fashion due to my heightened awareness of the sustainable issues affecting fashion’ (student feedback). Another initiative based on the authors’ research into innovative business models, uses their case study on social enterprise as the basis for a Fashion Marketing Strategy unit which uses
{"title":"Balancing the books: Creating a model of responsible fashion business education","authors":"Natascha Radclyffe-Thomas, R. Varley, A. Roncha","doi":"10.1386/ADCH.17.1.89_1","DOIUrl":"https://doi.org/10.1386/ADCH.17.1.89_1","url":null,"abstract":"Abstract \u0000The fashion industry has well-documented challenges around sustainability; the predominance of the low-cost-high-turnover business model raises questions about fashion’s ethics (Shaw et al., 2004). Fashion’s engagement with sustainability is most visible in design and production areas and is much less well developed in the area of socially responsible management, although integrating ethical business and sustainability into graduates’ attributes is increasingly seen as a priority for educators (Sims, Brinkmann, Sims and Nelson, 2011). \u0000 \u0000The 2007 United Nations Principles for Responsible Management Education are an engagement framework for Higher Education Institutions to embed CSR in education, research, and campus practices (unprme.org). This Global Compact initiative developed in response to the global economic crisis, as a framework against which business schools can audit progress towards a societally responsible curriculum and practices. Purpose, the first of the six Principles, challenges educators to develop their students’ capabilities ‘to be future generators of sustainable value for business and society and to work for an inclusive and sustainable global economy’ (unprme.org). \u0000 \u0000With our position as fashion business researchers and educators we have a responsibility to guide students as they develop their positions on the serious issues the fashion industry faces today. This paper explores a series of curriculum interventions at undergraduate and postgraduate level which introduce fashion business students to the complex practical and ethical challenges for 21st century fashion businesses, using the lens of sustainability to explore every aspect of the fashion industry: production, design and promotion. Through the authors’ research and teaching, case studies, lectures, seminars and assessment tasks have been designed to engage students with a 360 degree understanding of sustainability and to promote students’ development of creative solutions to our industry’s challenges. \u0000 \u0000One such teaching initiative was a finalist in the 2015 Environmental Association for Universities and Colleges (EAUC) Green Gown Awards. It involved a series of guest lectures from sustainability champions after which students carried out sustainability audits on start-up fashion brands and proposed design and marketing strategies using sustainability as a key source of differentiation and added value (Aaker & McLoughlin, 2010). Learning about issues such as textile waste and opportunities e.g. co-creation and no-waste design, engagement was high and students responded positively: \u0000 \u0000‘The sustainability part of this project has changed the way in which I look at fashion due to my heightened awareness of the sustainable issues affecting fashion’ (student feedback). \u0000 \u0000Another initiative based on the authors’ research into innovative business models, uses their case study on social enterprise as the basis for a Fashion Marketing Strategy unit which uses ","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87629140","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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