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A framework for managing conceptual design process 概念设计过程管理框架
IF 0.9 0 ART Pub Date : 2021-10-01 DOI: 10.1386/adch_00040_1
B. Eilouti
Addressing the conceptual design stage as a significant part of design management, this article introduces a framework for concept generation and development in architectural design. Evolving throughout eleven years of experimentation, the framework is formulated as a graphical template to plot eight methods of concept generation, and multiple figurative and operative models for concept transformation and development. The framework is intended to be flexible and supportive of iterative cycling, while also offering an explicit, structured and systemized approach to broaden the solution scope and enhance creativity in the proposed alternatives. Developing language-based structures, the research addresses knowledge management in the initial stages of designing using interdisciplinary knowledge mapping. The research comprises a research-through-design methodology for framework development, and questionnaire surveys for its testing. The findings indicate that the framework helps designers initiate their designing process, guide them throughout the process, and generate a wide variety of creative concepts. Furthermore, the findings demonstrate that the analogy-based method is the most common one in shaping the final design products. Despite its contribution, the framework was criticized for generating too many alternatives that consume time and make decisions more difficult to make.
针对概念设计阶段作为设计管理的重要组成部分,本文介绍了建筑设计中概念生成和开发的框架。经过11年的实验,该框架被制定为一个图形模板,用于绘制概念生成的八种方法,以及概念转换和发展的多个具象和操作模型。该框架旨在灵活并支持迭代循环,同时还提供了一种明确、结构化和系统化的方法,以拓宽解决方案的范围并增强所提出备选方案的创造性。该研究开发了基于语言的结构,在设计的初始阶段使用跨学科知识映射来解决知识管理问题。该研究包括通过框架开发的设计方法进行的研究,以及用于测试的问卷调查。研究结果表明,该框架有助于设计师启动设计过程,在整个过程中指导他们,并产生各种各样的创意概念。此外,研究结果表明,基于类比的方法是塑造最终设计产品最常见的方法。尽管该框架做出了贡献,但它因产生了太多的替代方案而受到批评,这些替代方案耗费时间,使决策更难做出。
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引用次数: 1
A personal perspective on pedagogical structures and strategies that uphold Indigenous ways of knowing 对支持土著知识方式的教学结构和策略的个人观点
IF 0.9 0 ART Pub Date : 2021-10-01 DOI: 10.1386/adch_00035_1
Justine Nabaggala
This article gives a brief background of where I come from and how my experiences in Africa and North America have framed the ‘philosophy of teaching’ that defines me as a visual art educator. I reflect on the postcolonial concept of ‘decolonization’ as a means to identifying possible pedagogical alternatives of practice. Acknowledging that my knowledge embraces both ‘western’ and ‘Indigenous’ ways of knowing, poses a question for me as an art educator about ways to design and implement pedagogies that embrace contextualized experiences in order to achieve meaningful learning within formal education. I conclude by stating that nothing will effect change within Uganda’s education sector, particularly in reference to visual art education and practice, without educators having a firmer grasp of their scholarly standpoint on knowledge and learning. Development of concrete ways of bringing together diverse ontological, epistemological and axiological positions of western and Indigenous knowledge systems as well as art pedagogies to facilitate learning, will require educators to develop structures and strategies that progress from the bottom up in order to benefit from the values, beliefs and ways of knowing within diverse local communities.
这篇文章简要介绍了我来自哪里,以及我在非洲和北美的经历如何构成了将我定义为视觉艺术教育家的“教学哲学”。我反思了后殖民时代的“非殖民化”概念,以此来确定可能的教学实践替代方案。承认我的知识包含了“西方”和“本土”的认识方式,这给我作为一名艺术教育家提出了一个问题,即如何设计和实施包含情境体验的教学法,以便在正规教育中实现有意义的学习。最后,我要指出,如果教育工作者不能更牢固地掌握他们对知识和学习的学术立场,乌干达教育部门的任何变化,特别是在视觉艺术教育和实践方面,都不会产生任何影响。制定具体的方法,将西方和土著知识体系的不同本体论、认识论和价值论立场以及艺术教学法结合起来,以促进学习,这将要求教育工作者制定自下而上的结构和战略,以便从不同地方社区的价值观、信仰和认识方式中受益。
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引用次数: 2
Undergraduate creative arts students’ perceptions and attitudes toward disability: Advancing a critical disability studies informed curriculum 本科创意艺术学生对残疾的看法和态度:推进关键残疾研究通知课程
IF 0.9 0 ART Pub Date : 2021-10-01 DOI: 10.1386/adch_00036_1
B. Pickard
This study reports on the unanticipated findings of a small-scale, evaluative research project. Further to a pilot iteration, a cohort of undergraduate art students engaged with an immersive, inclusive arts curriculum informed by critical disability studies. Students’ perceptions and attitudes about disability were recorded at the outset and conclusion of the pedagogical project, through a qualitative questionnaire. Thematic analysis was employed to surface patterns in the cohort’s responses at both points in their learning journey. While the findings evidenced the anticipated shift from individualized perspectives about disability to an increasingly social, interactional perspective, the full extent of the medicalized gaze and internalized ableism at the outset of the study was unanticipated. This realization has been influential in developing the pedagogical approach and the framing of the content taught, and has exemplified both the potential and the need to learn about disability, disablement and diversity through art education.
本研究报告了一个小规模评估性研究项目的意外发现。在试点迭代的基础上,一批艺术本科生参与了一项沉浸式、包容性的艺术课程,该课程由批判性残疾研究提供信息。在教学项目开始和结束时,通过定性问卷记录了学生对残疾的看法和态度。采用主题分析来揭示队列在学习过程中的两个阶段的反应模式。虽然这些发现证明了从个性化的残疾视角向日益社会化、互动化的视角的预期转变,但在研究开始时,医学化的凝视和内化的能力主义的全面程度是出乎意料的。这一认识对发展教学方法和教学内容的框架产生了影响,并体现了通过艺术教育学习残疾、残疾和多样性的潜力和必要性。
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引用次数: 3
Developing pedagogy for plant study in art and design1 发展艺术与设计中植物研究的教学法1
IF 0.9 0 ART Pub Date : 2021-10-01 DOI: 10.1386/adch_00039_1
G. Sachdev
This practice-based research project involved creating and using a set of teaching resources to engage undergraduate art and design students with plants. The resources addressed learner preferences for engaging with different modes of representations and involved three types of visual encounters with plants. Students engaged with realistic representations, botanically accurate illustrations and actual plants themselves. The use of these resources drew attention to the distinction between botanical and artistic understandings of plants and highlighted the relevance of considering multiple modes of engagements while designing pedagogical initiatives to study plants through art and design.
这个基于实践的研究项目涉及创建和使用一套教学资源,让本科生艺术和设计专业的学生接触植物。这些资源涉及学习者对不同表现模式的偏好,并涉及三种类型的植物视觉接触。学生们参与了逼真的表现、准确的植物插图和真实的植物本身。这些资源的使用引起了人们对植物的植物学和艺术理解之间的区别,并强调了在设计通过艺术和设计研究植物的教学举措时考虑多种参与模式的相关性。
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引用次数: 0
Designing filmmaking: Shaping first-year curriculum for transition, progression and effective collaboration 设计电影制作:为过渡、进步和有效合作制定一年级课程
IF 0.9 0 ART Pub Date : 2021-10-01 DOI: 10.1386/adch_00038_1
Jenny Holt
This article evaluates a transition intervention project aimed at first-year undergraduate filmmaking students in the Manchester School of Art. In response to recently identified shifts in confidence and resilience linked to an increased rate of withdrawal, a Scholarship of Teaching and Learning research project was undertaken to address the issue and develop a transition strategy to promote engagement, confidence and progression. Research into studies of first-year transition and retention, and an analysis of both the pedagogical context of the course and wider ecology of the discipline, informed a remodelling of the autumn term curriculum with a focus on the first six weeks of study. The research revealed key themes of consequence to first-year curriculum design, including the impact of art and design’s ‘pedagogy of ambiguity’ and the significance of belongingness and community to filmmaking students.
本文评估了一个针对曼彻斯特艺术学院电影制作专业一年级本科生的过渡干预项目。为了应对最近发现的与退出率增加有关的信心和韧性的转变,开展了一个教学奖学金研究项目,以解决这一问题,并制定一项过渡战略,促进参与、信心和进步。对一年级过渡和保留的研究,以及对课程教学背景和学科更广泛生态学的分析,为秋季学期课程的重塑提供了信息,重点是前六周的学习。这项研究揭示了一年级课程设计的关键主题,包括艺术和设计的“模糊教学法”的影响,以及归属感和社区对电影制作学生的意义。
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引用次数: 0
Celebrating the variety, fighting the confusion: An integrative review of the design teacher’s pedagogical roles 赞美多样性,对抗困惑:设计教师教学角色的综合评价
IF 0.9 0 ART Pub Date : 2021-10-01 DOI: 10.1386/adch_00041_1
Pelin Efilti, K. Gelmez
It is difficult, but crucial, to understand the roles of design studio teachers to facilitate the learning processes and improve the teaching approaches. In this respect, the roles of design studio teachers in design education literature are seen rather dispersed. In this study, an integrative literature review of studies was conducted by examining pedagogical roles of design teachers within the frame of the learning processes (cognition, affection and psychomotor). This systematic review aims at wrapping up the literature on the design teacher’s pedagogical role and scrutinizing and mapping the contribution of the design teacher’s pedagogical role in learning processes. The articles reviewed were analysed in terms of their importance given to learning processes through the radar charts. With a critical lens, this review is expected to contribute both to nurture the practice of design teachers and to inform design education literature. Via this, design teachers can get informed and through the mappings offered in this study, and they can also explicitly appreciate their roles and strategies in their design studio courses.
理解设计工作室教师在促进学习过程和改进教学方法方面的作用是困难的,但至关重要。在这方面,设计工作室教师在设计教育文献中的角色被视为相当分散。在本研究中,通过考察设计教师在学习过程(认知、情感和心理运动)框架内的教学作用,对研究进行了综合文献综述。本系统综述旨在总结有关设计教师教学角色的文献,并仔细审查和绘制设计教师教学作用在学习过程中的贡献。通过雷达图分析了所审查的文章对学习过程的重要性。从批判性的角度来看,这篇综述有望有助于培养设计教师的实践能力,并为设计教育文献提供信息。通过这一点,设计教师可以通过本研究中提供的映射获得信息,他们也可以明确地理解自己在设计工作室课程中的角色和策略。
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引用次数: 3
Art and design: Critical pedagogies and innovative curriculum design 艺术与设计:批判教育学与创新课程设计
IF 0.9 0 ART Pub Date : 2021-10-01 DOI: 10.1386/adch_00034_2
Susan Orr
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引用次数: 0
Makkah: City of self-identity and inspiration 麦加:自我认同和灵感的城市
IF 0.9 0 ART Pub Date : 2021-04-01 DOI: 10.1386/ADCH_00027_1
F. Al-Murahhem
This study highlights the duty of individuals and the community, rather than organizations, to preserve a city’s heritage and identity. It underlines important facts about Makkah as one of the world’s major historical and religious cities. The analysis reflects upon an academic journey to appreciate and conserve the city’s identity. It is a story of ‘Being Inspired and Being an Inspiration’ through education. On the one hand, ‘Being Inspired’ stresses a personal understanding of preserving the identity of Makkah and its architectural heritage. It is a narrative of the female view and experience through culture, architecture and art. Diversely, ‘Being an Inspiration’ is demonstrated via academic case studies and chronological documentation that mirrors historical stages of the city. It is a pioneering piece about the female experience, documenting the story of one of the first female graduates of architecture in Saudi, and the outcomes of teaching and identity in higher education.
这项研究强调了个人和社区的责任,而不是组织,来保护城市的遗产和身份。它强调了麦加作为世界上主要的历史和宗教城市之一的重要事实。分析反映了一个学术之旅,以欣赏和保护城市的身份。这是一个通过教育“被激励和被激励”的故事。一方面,“受到启发”强调个人对保存麦加身份及其建筑遗产的理解。它是通过文化、建筑和艺术对女性观点和经验的叙述。不同的是,“成为一个灵感”通过学术案例研究和时间记录来展示,反映了城市的历史阶段。这是一部关于女性经历的开创性作品,记录了沙特第一批建筑学女毕业生的故事,以及高等教育中教学和身份的结果。
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引用次数: 1
Whose futures need crafting? A collaborative evaluation of the British Council/Crafts Council Crafting Futures 5K grant scheme 谁的未来需要精心打造?英国文化协会/手工艺协会手工艺未来5K资助计划的合作评估
IF 0.9 0 ART Pub Date : 2021-04-01 DOI: 10.1386/ADCH_00032_1
R. Kelly, Sandra Fruebing
Sandra Fruebing and Rachel Kelly were recipients of 2018‐19 British Council/Crafts Council Crafting Futures 5k grants. A dialogue between Fruebing and Kelly started when they both returned from their project work in Egypt and the Philippines respectively. Both participants related their experiences through their conversations and this led them to discuss and reflect through regular online exchanges stretching from 2019 to 2020. They both are now considering how their experiences of working with marginalized craft communities have become a position from which to consider the role of development in Art & Design Higher Education research and practice. The spectrum of collaboration and companionship that is emerging from their work, both individually and through online meetings and conversations, become like a radio signal, which is tuning and making audible their similar experiences and understandings.
Sandra Fruebing和Rachel Kelly是2018 - 19年英国文化协会/手工艺委员会制作未来5k补助金的获得者。弗鲁宾和凯利的对话开始于他们分别从埃及和菲律宾的项目工作回来之后。从2019年到2020年,双方通过对话讲述了各自的经历,并通过定期的在线交流进行了讨论和反思。他们两人现在都在考虑,他们与边缘化工艺社区合作的经历如何成为考虑艺术与设计高等教育研究和实践中发展角色的立场。从他们的工作中出现的合作和友谊的频谱,无论是单独的还是通过在线会议和对话,就像一个无线电信号,它正在调整并使他们相似的经历和理解变得清晰。
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引用次数: 1
Fees Must Fall: Student Revolt, Decolonisation, and Governance in South Africa, Susan Booysen (ed.) (2016) 学费必须下降:学生反抗,非殖民化,和治理在南非,苏珊·布伊森(编)(2016)
IF 0.9 0 ART Pub Date : 2021-04-01 DOI: 10.1386/ADCH_00033_5
Alia Weston
Review of: Fees Must Fall: Student Revolt, Decolonisation, and Governance in South Africa, Susan Booysen (ed.) (2016)Johannesburg: Wits University Press, 350 pp.,ISBN 978-1-86814-985-8, p/bk, USD35
审查:费用必须下降:学生反抗,非殖民化和治理在南非,苏珊·布伊森(编)(2016)约翰内斯堡:Wits大学出版社,350页,ISBN 978-1-86814-985-8, p/bk, 35美元
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引用次数: 1
期刊
Art Design & Communication in Higher Education
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