Interior space modelling as part of simulation technology is crucial to support the study of interior design. Various simulation techniques have been used for spatial modelling, such as manual and digital drawing, while widely used physical interior models are so far made customized to meet a particular form of design. In other words, such space modelling is by nature fixed or not meant to be used for various needs of modelling tasks. As a result, the interior design study process can become difficult for those who are less able to make manual or digital drawings. It may have a psychological impact on the student’s engagement and motivation. This study aimed to examine the role of a previously developed interior space modelling tool in supporting the study process and student engagement. The research method used for this project is an experiment that involves 48 interior design students. The analysis of data reveals that a modelling tool has a significant effect on study engagement for the group of respondents who can only draw but are less able to use a computer to create digital simulations. Meanwhile, for those who have already been able to make a digital simulation, their engagement response to the space modelling tool is less significant.
{"title":"Physical modelling of interior space as a predictor of student engagement","authors":"P. Wardono, Yuni Maharani","doi":"10.1386/adch_00055_1","DOIUrl":"https://doi.org/10.1386/adch_00055_1","url":null,"abstract":"Interior space modelling as part of simulation technology is crucial to support the study of interior design. Various simulation techniques have been used for spatial modelling, such as manual and digital drawing, while widely used physical interior models are so far made customized to meet a particular form of design. In other words, such space modelling is by nature fixed or not meant to be used for various needs of modelling tasks. As a result, the interior design study process can become difficult for those who are less able to make manual or digital drawings. It may have a psychological impact on the student’s engagement and motivation. This study aimed to examine the role of a previously developed interior space modelling tool in supporting the study process and student engagement. The research method used for this project is an experiment that involves 48 interior design students. The analysis of data reveals that a modelling tool has a significant effect on study engagement for the group of respondents who can only draw but are less able to use a computer to create digital simulations. Meanwhile, for those who have already been able to make a digital simulation, their engagement response to the space modelling tool is less significant.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82792903","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 curation of four ‘teaching exhibitions’ of pedagogic research outputs in a specialist arts university is presented as a case study of distributed leadership practice, with the leadership in question being positioned as a feminized mode of leading educational or academic development from a middle-out position. Scholarship of teaching and learning focused upon the development of academic micro-cultures within universities is collided with thinking around arts-informed approaches to leadership. Through reflexively evaluating her nascent curatorial practice, the author reconsiders what academic development leadership in the specific organizational culture of the arts university can look like when arts modalities are brought into play.
{"title":"Noticing, curation, cultivation: Academic development leadership in the arts university","authors":"Catherine Smith","doi":"10.1386/adch_00049_1","DOIUrl":"https://doi.org/10.1386/adch_00049_1","url":null,"abstract":"The curation of four ‘teaching exhibitions’ of pedagogic research outputs in a specialist arts university is presented as a case study of distributed leadership practice, with the leadership in question being positioned as a feminized mode of leading educational or academic\u0000 development from a middle-out position. Scholarship of teaching and learning focused upon the development of academic micro-cultures within universities is collided with thinking around arts-informed approaches to leadership. Through reflexively evaluating her nascent curatorial practice,\u0000 the author reconsiders what academic development leadership in the specific organizational culture of the arts university can look like when arts modalities are brought into play.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82147328","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}
At universities and academies, teaching and learning occur in a range of environments as art students continue to develop their skills. The aims of the study were to determine how art students evaluate the role of their learning environments in achieving their learning goals, and what kind of feedback they consider important for their artistic development. Therefore, ten university students were interviewed. They were advanced art students who had successfully completed different courses in sculpting. The findings indicate that during studio learning the students addressed technical or formal problems related to their artworks, as well as how to implement their artistic intentions, with the help of feedback from lecturers and fellow students. All participants referred to experimentation and trying out different materials, forms or motifs as central to their artistic development and said that exhibiting their own artworks in public as part of university projects motivated them to continue.
{"title":"Learning environments and the role of feedback in sculpting lessons","authors":"Linda Puppe, Helen Jossberger, H. Gruber","doi":"10.1386/adch_00048_1","DOIUrl":"https://doi.org/10.1386/adch_00048_1","url":null,"abstract":"At universities and academies, teaching and learning occur in a range of environments as art students continue to develop their skills. The aims of the study were to determine how art students evaluate the role of their learning environments in achieving their learning goals, and what\u0000 kind of feedback they consider important for their artistic development. Therefore, ten university students were interviewed. They were advanced art students who had successfully completed different courses in sculpting. The findings indicate that during studio learning the students addressed\u0000 technical or formal problems related to their artworks, as well as how to implement their artistic intentions, with the help of feedback from lecturers and fellow students. All participants referred to experimentation and trying out different materials, forms or motifs as central to their\u0000 artistic development and said that exhibiting their own artworks in public as part of university projects motivated them to continue.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80314673","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}
Sihua Huang, Noor Azizi Mohd Ali, Mohd Sallehuddin Mat Noor, N. Shaari
There has been a significant gap in the comprehensive literature review of teaching reform of design history in the Chinese context. In order to bridge this gap, the literature bibliometric method is adopted to review the existing research on design history curriculum reform based on the CNKI database. A keyword review perspective was used to clarify the existing topics in this field, as well as the hotspots of research. Our results reveal that design history, industrial design history and teaching reform are the three main topics that Chinese scholars are more concerned with. As a specific discipline of design history curriculum, curriculum reform of industrial design history is the hotspot of existing research, and teaching reform is an influential research direction.
{"title":"Bibliometric analysis of review on curriculum reform of design history using CNKI database","authors":"Sihua Huang, Noor Azizi Mohd Ali, Mohd Sallehuddin Mat Noor, N. Shaari","doi":"10.1386/adch_00044_1","DOIUrl":"https://doi.org/10.1386/adch_00044_1","url":null,"abstract":"There has been a significant gap in the comprehensive literature review of teaching reform of design history in the Chinese context. In order to bridge this gap, the literature bibliometric method is adopted to review the existing research on design history curriculum reform based on\u0000 the CNKI database. A keyword review perspective was used to clarify the existing topics in this field, as well as the hotspots of research. Our results reveal that design history, industrial design history and teaching reform are the three main topics that Chinese scholars are more concerned\u0000 with. As a specific discipline of design history curriculum, curriculum reform of industrial design history is the hotspot of existing research, and teaching reform is an influential research direction.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87243603","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}
Although ‘learning by doing’ is nowadays a standard practice in design education, there is not much reflexivity about what designers actually do with a ‘learning by doing’ approach. Based on my ethnographic research in a design school in Milan, I examine designers’ performance of practical learning by looking at their use of participant observation, a method borrowed from social sciences and applied to an early stage of the students’ design research projects. I detail how, in the exercises with participant observation, ‘practice’ emerges as an aesthetic effect that is performed to simulate the openness of the research, a process I refer to as a ‘dramatization of practice’.
{"title":"The dramatization of practice in design education: (Un)learning by doing through participant observation","authors":"Andrea Gaspar","doi":"10.1386/adch_00051_1","DOIUrl":"https://doi.org/10.1386/adch_00051_1","url":null,"abstract":"Although ‘learning by doing’ is nowadays a standard practice in design education, there is not much reflexivity about what designers actually do with a ‘learning by doing’ approach. Based on my ethnographic research in a design school in Milan, I examine designers’\u0000 performance of practical learning by looking at their use of participant observation, a method borrowed from social sciences and applied to an early stage of the students’ design research projects. I detail how, in the exercises with participant observation, ‘practice’ emerges\u0000 as an aesthetic effect that is performed to simulate the openness of the research, a process I refer to as a ‘dramatization of practice’.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90860268","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 faculties of literacy and numeracy are universally recognized as worthy of pedagogical nurturing, so this article champions an older, graphic articulacy: visualcy. An articulacy with the language of drawing that distinguishes the visual arts from other disciplines. Its nurturing has been compromised by the shift away from teaching drawing in UK secondary schools and HE art schools, even before COVID. We argue that this shift is in part a consequence ‐ perhaps unintended ‐ of the neo-liberal values permeating the UK education sector. The article presents a critique of the those values seen as a significant obstacle to drawing’s educational benefits, and offers an optimistic basis for its place in the curriculum.
{"title":"Drawing matters","authors":"Howard Riley, Michelle Darlington","doi":"10.1386/adch_00050_1","DOIUrl":"https://doi.org/10.1386/adch_00050_1","url":null,"abstract":"As the faculties of literacy and numeracy are universally recognized as worthy of pedagogical nurturing, so this article champions an older, graphic articulacy: visualcy. An articulacy with the language of drawing that distinguishes the visual arts from other disciplines. Its\u0000 nurturing has been compromised by the shift away from teaching drawing in UK secondary schools and HE art schools, even before COVID. We argue that this shift is in part a consequence ‐ perhaps unintended ‐ of the neo-liberal values permeating the UK education sector. The article\u0000 presents a critique of the those values seen as a significant obstacle to drawing’s educational benefits, and offers an optimistic basis for its place in the curriculum.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86190854","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 the findings of the research into improving design professional training by means of project activities alongside art and multimedia technologies (MTs). It discusses the role of artistic skills in the success of project activities, in particular, the skills of visual representation of the environment via MTs. It was confirmed that the development of media significantly changed the technological potential of design, as well as its artistic value. Therefore, professional training content became the primary focus of attention, since it appeared vital to involve new forms of creating artistic design projects with such modern methods as media fusion and motion graphics. The development of digital technologies promoted changes in teaching methods, adjustments in curricula according to the demands of modern design and those of introducing creative approaches in project activity teaching. The experimental part of the study demonstrates the dynamics of forming professional project skills on the authors’ special course ‘Multimedia Technologies’.
{"title":"Project activities in the professional training of future designers (based on China’s educational experience)","authors":"Tatyana Panyok, Zheng Dai, Dong Ju","doi":"10.1386/adch_00045_1","DOIUrl":"https://doi.org/10.1386/adch_00045_1","url":null,"abstract":"This article presents the findings of the research into improving design professional training by means of project activities alongside art and multimedia technologies (MTs). It discusses the role of artistic skills in the success of project activities, in particular, the skills of\u0000 visual representation of the environment via MTs. It was confirmed that the development of media significantly changed the technological potential of design, as well as its artistic value. Therefore, professional training content became the primary focus of attention, since it appeared vital\u0000 to involve new forms of creating artistic design projects with such modern methods as media fusion and motion graphics. The development of digital technologies promoted changes in teaching methods, adjustments in curricula according to the demands of modern design and those of introducing\u0000 creative approaches in project activity teaching. The experimental part of the study demonstrates the dynamics of forming professional project skills on the authors’ special course ‘Multimedia Technologies’.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72653641","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 study investigated the exploratory potentials of sketch modelling in the introductory architectural design studio. It focused on the course ‘ARCH 102 Architectural Design Studio I’, in which sketch modelling was deployed as a creative problem-solving practice, triggering an exploratory process through thinking and doing. The study adopted the case-study method. Hence, the principal sources of data are student projects and studio tutors’ first-hand observations and reflections. The findings reveal that, along with its iterative and communicative functions, the exploratory nature of sketch modelling helps first-year students overcome design issues in the making of design. The findings lay the groundwork for more systematic studies on reflective learning practices in design education.
{"title":"Reversing the design process in the introductory architectural design studio: The exploratory function of sketch modelling","authors":"D. Yorgancıoğlu, Özlem Altınkaya Genel","doi":"10.1386/adch_00047_1","DOIUrl":"https://doi.org/10.1386/adch_00047_1","url":null,"abstract":"This study investigated the exploratory potentials of sketch modelling in the introductory architectural design studio. It focused on the course ‘ARCH 102 Architectural Design Studio I’, in which sketch modelling was deployed as a creative problem-solving practice, triggering\u0000 an exploratory process through thinking and doing. The study adopted the case-study method. Hence, the principal sources of data are student projects and studio tutors’ first-hand observations and reflections. The findings reveal that, along with its iterative and communicative functions,\u0000 the exploratory nature of sketch modelling helps first-year students overcome design issues in the making of design. The findings lay the groundwork for more systematic studies on reflective learning practices in design education.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90140023","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}
Higher education professionals in art history agree that the downward trend of funding and enrolment will continue if changes to art history curriculum are not made that bring to light how relevant and helpful art history can be to students of all demographic populations and academic majors. This study seeks to explore student perspectives of how art history is currently being taught and their opinions on what outcomes art history class offers that they value. Current art history students completed a survey that assessed student perspectives about their art history class. Findings indicate that students value art history knowledge (AHKO) and find lecture to be efficient. However, they would also appreciate other instructional methods such as in-class activities, which they believe would help them learn critical thinking (CTO), and discussion and homework projects, which they believe would help them learn creativity. Students of all majors find AHKO, CTO, creativity to be valuable skills that are taught in art history.
{"title":"Surveying the art history mystery: Student opinions of outcomes and value","authors":"Alysha Meloche, Toni A. May","doi":"10.1386/adch_00046_1","DOIUrl":"https://doi.org/10.1386/adch_00046_1","url":null,"abstract":"Higher education professionals in art history agree that the downward trend of funding and enrolment will continue if changes to art history curriculum are not made that bring to light how relevant and helpful art history can be to students of all demographic populations and academic\u0000 majors. This study seeks to explore student perspectives of how art history is currently being taught and their opinions on what outcomes art history class offers that they value. Current art history students completed a survey that assessed student perspectives about their art history class.\u0000 Findings indicate that students value art history knowledge (AHKO) and find lecture to be efficient. However, they would also appreciate other instructional methods such as in-class activities, which they believe would help them learn critical thinking (CTO), and discussion and homework projects,\u0000 which they believe would help them learn creativity. Students of all majors find AHKO, CTO, creativity to be valuable skills that are taught in art history.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82178752","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":"Teaching practices in art and design: Experiment… experiment… and then experiment some more!","authors":"Susan Orr","doi":"10.1386/adch_00043_2","DOIUrl":"https://doi.org/10.1386/adch_00043_2","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75076728","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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