This article presents a reflection on a common strategy for the education of designers – the studio – in relation to the dynamic evolution of design practice. This reflection is based on ethnographic observations of service designers as they engaged with clients from the public policy sector. These observations provoked a critical questioning of the way that design education is realized through the simulation of practice in studio settings and the ability to respond to the dynamic evolution of designers’ practice when faced with novel challenges. The article concludes with a suggestion for moving from an understanding of studio pedagogy as a predominantly spatial setting towards that of the studio as an open organizational form that might be capable of more appropriately integrating the socially distributed and boundary-crossing character of modern design practice.
{"title":"The dynamics of practice and their relevance for the development of an open studio culture in design education","authors":"Lorenz Herfurth","doi":"10.1386/adch_00063_1","DOIUrl":"https://doi.org/10.1386/adch_00063_1","url":null,"abstract":"This article presents a reflection on a common strategy for the education of designers – the studio – in relation to the dynamic evolution of design practice. This reflection is based on ethnographic observations of service designers as they engaged with clients from the public policy sector. These observations provoked a critical questioning of the way that design education is realized through the simulation of practice in studio settings and the ability to respond to the dynamic evolution of designers’ practice when faced with novel challenges. The article concludes with a suggestion for moving from an understanding of studio pedagogy as a predominantly spatial setting towards that of the studio as an open organizational form that might be capable of more appropriately integrating the socially distributed and boundary-crossing character of modern design practice.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"12 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90975709","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 complex and multi-layered phenomenon of empathy has its roots in design research and design practice, and so has indirect and dispersed connections to design education. Moreover, the ill-defined nature of design increases the complexity level while handling empathy in design education. Based on the scoping literature review, this study maps empathy in design education within three dimensions: the educational interventions, the aspects and the contexts of empathy. Qualitative content analysis is conducted to establish the categories representing the dimensions of empathy in design education. Through this integrative framework based on these three dimensions, the dispersed connections of empathy with design education are systematically examined and research gaps for future studies are discussed.
{"title":"Mapping three dimensions of empathy in design education: Educational interventions, aspects and contexts","authors":"Pelin Efilti, K. Gelmez","doi":"10.1386/adch_00068_1","DOIUrl":"https://doi.org/10.1386/adch_00068_1","url":null,"abstract":"The complex and multi-layered phenomenon of empathy has its roots in design research and design practice, and so has indirect and dispersed connections to design education. Moreover, the ill-defined nature of design increases the complexity level while handling empathy in design education. Based on the scoping literature review, this study maps empathy in design education within three dimensions: the educational interventions, the aspects and the contexts of empathy. Qualitative content analysis is conducted to establish the categories representing the dimensions of empathy in design education. Through this integrative framework based on these three dimensions, the dispersed connections of empathy with design education are systematically examined and research gaps for future studies are discussed.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89746855","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 lack of research on the experiences of LGBTQ+ students in Ireland’s higher education (HE) sector prompted this study, which aims to address the deficit. Semi-structured interviews were employed in tandem with photo-elicitation to gain a deeper and more personal capture of individual experiences. This article explores a number of questions relating to the Irish LGBTQ+ student experience in HE: what can photo-elicitation tell us about the experiences of LGBTQ+ students in terms of campus climate? How did photo-elicitation assist in exploring aspects of the LGBTQ+ student experience which were not part of the interview guide? LGBTQ+ students found an unconditional trusting love from their pets especially during stressful times, where they could disclose anything to them knowing they would not share this. This study provides an insight into the lives of newly ‘out’ LGBTQ+ students, caused due to a heteronormative secondary school which suppressed and denied LGBTQ+ identities. The absence of LGBTQ+ identities from the institutional memory further enforces the heteronormativity present in HE institutes and universities which often fail to record their experiences. Symbolism in the form of rainbow flags were cited as being significant to most LGBTQ+ students given the rejection of previous educational context and participants gave effusive portrayals on the importance of the rainbow flag on campus. The study highlighted how HE institutes can better support, understand and create an awareness of the challenges that many LGBTQ+ students face. I argue that employing an arts-based research model facilitated a deeper more nuanced understanding of the LGBTQ+ student experiences.
{"title":"A photo-elicitation as an arts-based method for exploring the experiences of LGBTQ+ students in higher education in Ireland","authors":"John McGarvey","doi":"10.1386/adch_00062_1","DOIUrl":"https://doi.org/10.1386/adch_00062_1","url":null,"abstract":"The lack of research on the experiences of LGBTQ+ students in Ireland’s higher education (HE) sector prompted this study, which aims to address the deficit. Semi-structured interviews were employed in tandem with photo-elicitation to gain a deeper and more personal capture of individual experiences. This article explores a number of questions relating to the Irish LGBTQ+ student experience in HE: what can photo-elicitation tell us about the experiences of LGBTQ+ students in terms of campus climate? How did photo-elicitation assist in exploring aspects of the LGBTQ+ student experience which were not part of the interview guide? LGBTQ+ students found an unconditional trusting love from their pets especially during stressful times, where they could disclose anything to them knowing they would not share this. This study provides an insight into the lives of newly ‘out’ LGBTQ+ students, caused due to a heteronormative secondary school which suppressed and denied LGBTQ+ identities. The absence of LGBTQ+ identities from the institutional memory further enforces the heteronormativity present in HE institutes and universities which often fail to record their experiences. Symbolism in the form of rainbow flags were cited as being significant to most LGBTQ+ students given the rejection of previous educational context and participants gave effusive portrayals on the importance of the rainbow flag on campus. The study highlighted how HE institutes can better support, understand and create an awareness of the challenges that many LGBTQ+ students face. I argue that employing an arts-based research model facilitated a deeper more nuanced understanding of the LGBTQ+ student experiences.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"38 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81472712","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 use of virtual reality (VR) to create immersive experiences through the principles taught in art and design curricula has been studied over the past two decades while, at the same time, demonstrating positive correlations between learning outcomes and the technology. Not surprisingly, the creation of 3D models within a virtual environment leads to a better understanding of 3D workflow. Yet, despite these developments, few studies have been conducted specifically on the application within a studio context for art and design disciplines and how VR might benefit artists and designers. This study confirms that the use of VR in art and design courses is perceived to promote a better understanding of three-dimensional spaces, design and to improve student-centred activities and student–student interactions. At the same time, integrating VR into curriculum should be strategic and aligned with learning outcomes for impactful learning experiences.
{"title":"In the studio with virtual reality: Student perceptions and potential integrations into art and design curriculum","authors":"James Hutson, J. Lively, Joseph Weber","doi":"10.1386/adch_00056_1","DOIUrl":"https://doi.org/10.1386/adch_00056_1","url":null,"abstract":"The use of virtual reality (VR) to create immersive experiences through the principles taught in art and design curricula has been studied over the past two decades while, at the same time, demonstrating positive correlations between learning outcomes and the technology. Not surprisingly, the creation of 3D models within a virtual environment leads to a better understanding of 3D workflow. Yet, despite these developments, few studies have been conducted specifically on the application within a studio context for art and design disciplines and how VR might benefit artists and designers. This study confirms that the use of VR in art and design courses is perceived to promote a better understanding of three-dimensional spaces, design and to improve student-centred activities and student–student interactions. At the same time, integrating VR into curriculum should be strategic and aligned with learning outcomes for impactful learning experiences.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"38 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75610305","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}
Anniliina Omwami, H. Lahti, P. Seitamaa-Hakkarainen
Earlier studies have indicated that mood boards have notable potential. The impact of collectively created mood boards on individual ideation, however, has not been thoroughly studied. This article demonstrates how to bring together collaborative and individual elements in design education. We analysed the role of specific, collectively created, mood boards in student-level conceptual design and how students describe this role. We asked the eleven craft education students participating in this study to develop shared mood boards in team design sessions, and to individually design an outfit utilizing a mood board. The data (i.e. video-recorded interviews, students’ visual and material artefacts, notes) were analysed qualitatively. The results indicated that the shared mood boards played an active role in the students’ processes by expanding their creative idea space and providing a context for their idea development. Our findings could be beneficial for developing craft education by combining collaborative and individual efforts.
{"title":"Individual outfit designs: Expanding idea development using shared mood boards","authors":"Anniliina Omwami, H. Lahti, P. Seitamaa-Hakkarainen","doi":"10.1386/adch_00054_1","DOIUrl":"https://doi.org/10.1386/adch_00054_1","url":null,"abstract":"Earlier studies have indicated that mood boards have notable potential. The impact of collectively created mood boards on individual ideation, however, has not been thoroughly studied. This article demonstrates how to bring together collaborative and individual elements in design education. We analysed the role of specific, collectively created, mood boards in student-level conceptual design and how students describe this role. We asked the eleven craft education students participating in this study to develop shared mood boards in team design sessions, and to individually design an outfit utilizing a mood board. The data (i.e. video-recorded interviews, students’ visual and material artefacts, notes) were analysed qualitatively. The results indicated that the shared mood boards played an active role in the students’ processes by expanding their creative idea space and providing a context for their idea development. Our findings could be beneficial for developing craft education by combining collaborative and individual efforts.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"26 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84227504","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 the pandemic and associated global traumas of recent years continue to reverberate through creative arts education, contributors to this issue consider the pedagogical possibilities embedded in online and in-person learning, collaborative and individual modalities, reflective and dialogic experiences, and material and spatial experimentation – suggesting that this may be a generative moment for art, design and communication in higher education.
{"title":"Pedagogical possibilities in uncertain times","authors":"Stacey Salazar","doi":"10.1386/adch_00052_2","DOIUrl":"https://doi.org/10.1386/adch_00052_2","url":null,"abstract":"As the pandemic and associated global traumas of recent years continue to reverberate through creative arts education, contributors to this issue consider the pedagogical possibilities embedded in online and in-person learning, collaborative and individual modalities, reflective and dialogic experiences, and material and spatial experimentation – suggesting that this may be a generative moment for art, design and communication in higher education.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"57 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84564605","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}
Working with metaphorical objects as a creative didactic approach unfolds multiple prospects for making meaning of one’s orientation towards artistic practice. Through improvisation, storytelling and visual displays, new perspectives are derived from the professional experiences encountered by practitioners as they engage with the material world and their connections to it. This article expresses the relationship between text and image in meaning-making processes through which visual artists are supported to articulate multiple significances that come together to speak to what their ‘truth’ is; thus, it being subjective in context. Connecting practice to pedagogy, visual connections and inner thoughts are nurtured through a critical process to frame one’s professional identity and scholarly standpoint. A group of twenty art practitioners and educators engaged in a process of defining their philosophies of practice using both tangible and intangible objects through a talking circle. This arts-based approach provided the group with an opportunity to individually share professional experiences linked to their choice of metaphoric objects within a circular orientation. Individual reflection, expression and relationship building were realized and in so doing, a hand, key(s), pencil, key holder, book, shield, environment, culture, bottle, perfume bottle, phone, pot, rubber, balloon and laptop were used as metaphorical objects. This created a unique connection between creativity and imagination through a humanistic orientation in which participants’ inner voices were visually expressed. The notion of ‘Art for what Purpose?’ that is significant in meaning-making was expressed in the voices of the participants making the metaphorical objects relevant within that particular context. With reference to a personal quote ‘I either use a pen to voice my thoughts or fail to do so and have no self-worth’ demonstrates that for one’s voice to be heard by a given audience, there is need to share it in all possible ways. Therefore, participants’ engagement in the talking circle revealed the relevance of empowering practitioners through both oral and visual expressions to validate their self-worth within given contexts as both an academic and practice strategy in establishing meaning.
{"title":"Personal objects as metaphors: Practitioners’ philosophies of practice and relevance in art education","authors":"Justine Nabaggala","doi":"10.1386/adch_00058_1","DOIUrl":"https://doi.org/10.1386/adch_00058_1","url":null,"abstract":"Working with metaphorical objects as a creative didactic approach unfolds multiple prospects for making meaning of one’s orientation towards artistic practice. Through improvisation, storytelling and visual displays, new perspectives are derived from the professional experiences encountered by practitioners as they engage with the material world and their connections to it. This article expresses the relationship between text and image in meaning-making processes through which visual artists are supported to articulate multiple significances that come together to speak to what their ‘truth’ is; thus, it being subjective in context. Connecting practice to pedagogy, visual connections and inner thoughts are nurtured through a critical process to frame one’s professional identity and scholarly standpoint. A group of twenty art practitioners and educators engaged in a process of defining their philosophies of practice using both tangible and intangible objects through a talking circle. This arts-based approach provided the group with an opportunity to individually share professional experiences linked to their choice of metaphoric objects within a circular orientation. Individual reflection, expression and relationship building were realized and in so doing, a hand, key(s), pencil, key holder, book, shield, environment, culture, bottle, perfume bottle, phone, pot, rubber, balloon and laptop were used as metaphorical objects. This created a unique connection between creativity and imagination through a humanistic orientation in which participants’ inner voices were visually expressed. The notion of ‘Art for what Purpose?’ that is significant in meaning-making was expressed in the voices of the participants making the metaphorical objects relevant within that particular context. With reference to a personal quote ‘I either use a pen to voice my thoughts or fail to do so and have no self-worth’ demonstrates that for one’s voice to be heard by a given audience, there is need to share it in all possible ways. Therefore, participants’ engagement in the talking circle revealed the relevance of empowering practitioners through both oral and visual expressions to validate their self-worth within given contexts as both an academic and practice strategy in establishing meaning.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"49 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85492231","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}
Digitally networked distance learning strategies in the virtual learning environment (VLE) have been increasingly mandated in studio drawing courses in the COVID-19 era. This phenomenon of studio teaching in absence of the studio is referred to in this analysis as an ‘ex-studio’ model. This article posits an alternative and a corrective to the failures and limitations of digital ex-studio learning and teaching through the understudied, underappreciated and largely defunct strategy of correspondence teaching via postal networks. A critique of online studio teaching experiences in the field of drawing is contrasted with the potential for correspondence courses, informed by mail art practices, to re-engage distance learning with community building, material knowledge, skill formation, effective formative assessment, coherent workload allocation and teacher–learner rapport.
{"title":"Drawing ex-studio: An eccentric case for correspondence courses","authors":"William Platz","doi":"10.1386/adch_00053_1","DOIUrl":"https://doi.org/10.1386/adch_00053_1","url":null,"abstract":"Digitally networked distance learning strategies in the virtual learning environment (VLE) have been increasingly mandated in studio drawing courses in the COVID-19 era. This phenomenon of studio teaching in absence of the studio is referred to in this analysis as an ‘ex-studio’ model. This article posits an alternative and a corrective to the failures and limitations of digital ex-studio learning and teaching through the understudied, underappreciated and largely defunct strategy of correspondence teaching via postal networks. A critique of online studio teaching experiences in the field of drawing is contrasted with the potential for correspondence courses, informed by mail art practices, to re-engage distance learning with community building, material knowledge, skill formation, effective formative assessment, coherent workload allocation and teacher–learner rapport.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"92 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78223407","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: Decolonizing University Teaching and Learning: An Entry Model for Grappling with Complexities, Danielle Tran (2021) London: Bloomsbury Academic, 232 pp., ISBN 978-1-35016-001-9, h/bk, $88.99
{"title":"Decolonizing University Teaching and Learning: An Entry Model for Grappling with Complexities, Danielle Tran (2021)","authors":"Justine Nabaggala","doi":"10.1386/adch_00057_5","DOIUrl":"https://doi.org/10.1386/adch_00057_5","url":null,"abstract":"Review of: Decolonizing University Teaching and Learning: An Entry Model for Grappling with Complexities, Danielle Tran (2021)\u0000 London: Bloomsbury Academic, 232 pp.,\u0000 ISBN 978-1-35016-001-9, h/bk, $88.99","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"68 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91120551","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}
Against the backdrop of the pandemic, the teaching of art and design courses is being perceived as a challenge for lecturers and instructors owing to a shift in the types of courses during the COVID-19 era as well as the pandemic’s physiological impact on students. This article demonstrates the impact of applying a blended learning model on a teaching method focusing primarily on developing the students’ style and authentic design sense. This study was applied to one of the major courses in the Department of Textile Printing, Dyeing and Finishing, Faculty of Applied Arts, Damietta University during the first semester of the academic year 2020–21. The study comprises a questionnaire to assess the effectiveness of the blended learning model in the printed hanging textile design course, acknowledging the impact of the lecturer’s teaching strategies and understanding the individual style development process from students’ perspectives.
{"title":"The art of hanging textiles between individual style and design authenticity: Blended learning model in art education","authors":"B. Mandour","doi":"10.1386/adch_00059_1","DOIUrl":"https://doi.org/10.1386/adch_00059_1","url":null,"abstract":"Against the backdrop of the pandemic, the teaching of art and design courses is being perceived as a challenge for lecturers and instructors owing to a shift in the types of courses during the COVID-19 era as well as the pandemic’s physiological impact on students. This article demonstrates the impact of applying a blended learning model on a teaching method focusing primarily on developing the students’ style and authentic design sense. This study was applied to one of the major courses in the Department of Textile Printing, Dyeing and Finishing, Faculty of Applied Arts, Damietta University during the first semester of the academic year 2020–21. The study comprises a questionnaire to assess the effectiveness of the blended learning model in the printed hanging textile design course, acknowledging the impact of the lecturer’s teaching strategies and understanding the individual style development process from students’ perspectives.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"4 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82418554","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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