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Towards an anti-racist Fine Art Ph.D.: ‘Anti-racism productive antagonisms’ (ARPA) for the supervisor, student and examiner 反种族主义美术博士:导师、学生和考官的“反种族主义生产性对抗”(ARPA)
IF 0.9 0 ART Pub Date : 2021-04-01 DOI: 10.1386/ADCH_00029_1
Kai Syng Tan
This article outlines three actions for the supervisor, student and examiner to introduce a level of anti-racist consciousness in the journey of the Fine Art Ph.D. The steps are intended as ‘warm-ups’ within and towards more comprehensive, longer term strategies for individuals, departments, faculties and universities, to nurture communities of anti-racist researchers and make UK HE anti-racist. Change takes time, negotiations are unfolding and my brushstrokes are broad. But if the heart of any Ph.D. endeavour is about the development of critical insight, not just by the student into a knowledge area or problem, but about their own position as autonomous researchers, not just within their fields but the wider HE sector and beyond, an actively anti-racist agenda must be integral. I wish to critique my own position as a non-White researcher who has signed up to the neo-liberal, ‘post-race’ university. I welcome feedback, and seek to lay the ground for further work by myself and others. This is my call for researchers in Fine Art and UK HE at large to step up.
本文概述了导师、学生和考官在攻读美术博士学位的过程中引入一定程度的反种族主义意识的三个行动。这些步骤旨在为个人、院系、学院和大学提供更全面、更长期的战略,培养反种族主义研究人员社区,使英国高等教育反种族主义。改变需要时间,谈判正在展开,我的笔触很广泛。但是,如果任何博士努力的核心都是关于批判性洞察力的发展,而不仅仅是学生对知识领域或问题的了解,而是关于他们作为自主研究人员的地位,不仅在他们的领域内,而且在更广泛的高等教育领域内外,积极的反种族主义议程必须是不可或缺的。我想批评一下我自己的立场,作为一名非白人研究者,我加入了新自由主义的“后种族”大学。我欢迎反馈,并努力为我自己和其他人的进一步工作奠定基础。这是我对美术和英国高等教育研究人员的呼吁。
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引用次数: 0
Monster aesthetics as an expression of decolonizing the design body 怪物美学作为一种非殖民化设计体的表达
IF 0.9 0 ART Pub Date : 2021-04-01 DOI: 10.1386/ADCH_00031_1
Rafaela Angelon, Frederick M. C. van Amstel
Institutionalized design education aims at training the human body to become a design body, a subject capable of designing according to aesthetic canons. In colonized territories, the modern canon predominates over indigenous, vernacular and other forms of expression. Manichaeism, utilitarianism, universalism, methodologism and various modern values are inculcated in the design body as if it did not have any. The colonization of design bodies makes young designers believe that once they learn what good design is, they need to save others from bad design. This research reports on a series of democratic design experiments held in a Brazilian university that questioned these values while decolonizing the design body. Comparing the works of design produced in the experiment with some works of art from the Neoconcrete movement, we recognize a characteristic form of expression we call monster aesthetics: a positive affirmation of otherness and collectivity that challenges colonialists’ standards of beauty and goodness.
制度化的设计教育旨在将人体训练成一个设计体,一个能够按照美学规范进行设计的主体。在殖民领土上,现代经典凌驾于土著、白话和其他表达形式之上。摩尼教、功利主义、普遍主义、方法论和各种现代价值观被灌输到设计体中,仿佛它没有任何东西。设计机构的殖民化使年轻设计师相信,一旦他们了解了什么是好的设计,他们就需要将其他人从糟糕的设计中拯救出来。本研究报告了在巴西一所大学举行的一系列民主设计实验,这些实验在非殖民化设计机构的同时质疑这些价值观。将实验中产生的设计作品与新具体主义运动中的一些艺术作品进行比较,我们认识到一种我们称之为怪物美学的特征表达形式:对他者和集体的积极肯定,挑战殖民主义者的美与善标准。
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引用次数: 3
‘Opening the door’: An authentic approach to decolonizing arts education in Aotearoa/New Zealand “打开大门”:新西兰奥特罗阿艺术教育非殖民化的真实方法
IF 0.9 0 ART Pub Date : 2021-04-01 DOI: 10.1386/ADCH_00030_1
Luke Feast, Christina Vogels
Educators in universities in Aotearoa/New Zealand have the responsibility to ‘live and model’ the principles of Te Tiriti o Waitangi. However, tertiary education has often treated the principles in an inauthentic way. There are few courses in art, design and communication in New Zealand that integrate the principles authentically. This article showcases features of a course ‐ Mahitahi | Collaborative Practices ‐ that engages with Te Tiriti principles by teaching collaboration from te ao Māori (the Māori world). Our findings draw from a focus group we conducted with academic staff who taught into a pilot iteration of the course. Three central themes emerged from the focus group relating to the issue of decolonizing arts education. First, that regardless of the educators’ intentions to design a course that privileges te ao Māori, the features of Aotearoa/New Zealand’s colonial reality are still present. Second, the students’ primary learning activity was principled reflection, where they successfully engaged with te ao Māori in an authentic way. Third, students’ connection to te ao Māori was jeopardized by designing part of the assessment that took on a Pākehā (non-Māori) world-view. Consequently, students may have missed the opportunity to engage more fully with educative experiences relating to lifelong learning. We argue that to maintain an authentic connection to te ao Māori, the curriculum should be consistently designed around principles embedded in Te Tiriti o Waitangi.
新西兰奥特罗阿大学的教育工作者有责任“实践和示范”怀唐伊提里提的原则。然而,高等教育往往以一种不真实的方式对待这些原则。在新西兰,很少有艺术、设计和传播方面的课程真正地融合了这些原则。这篇文章展示了一门课程的特点- Mahitahi |协作实践-通过从ao Māori (Māori世界)教授协作来参与Tiriti原则。我们的研究结果来自于一个焦点小组,我们与那些教授该课程试点迭代的学术人员进行了讨论。焦点小组提出了与非殖民化艺术教育问题有关的三个中心主题。首先,不管教育者的意图是设计一门给予ao Māori特权的课程,Aotearoa/新西兰殖民现实的特征仍然存在。其次,学生们的主要学习活动是原则反思,他们成功地以真实的方式参与到ao Māori中。第三,由于设计了带有Pākehā (non-Māori)世界观的部分评估,学生与ao Māori的联系受到了损害。因此,学生可能错过了更充分地参与与终身学习有关的教育经历的机会。我们认为,为了保持与ao Māori的真实联系,课程应该始终围绕着《提里提o怀唐伊》的原则进行设计。
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引用次数: 3
Guest editor introduction 客座编辑介绍
IF 0.9 0 ART Pub Date : 2021-04-01 DOI: 10.1386/ADCH_00026_2
E. Tunstall
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引用次数: 0
World building: Creating alternate worlds as meaningful making in undergraduate education 世界构建:在本科教育中创造有意义的替代世界
IF 0.9 0 ART Pub Date : 2021-04-01 DOI: 10.1386/ADCH_00028_1
Nat Mengist, Mariam Sidibé, Heidi R. Biggs, Tyler Fox, P. Thurtle, Audrey Desjardins
In this article, we offer a description of and reflection on our 2019 ‘creating alternate worlds’ course as a model for critical making in twenty-first-century higher education. Open to arts and humanities undergraduate students interested in creative research, our course used world building as a central approach to imagining alternatives. We found that explicitly centring Black and Indigenous perspectives helped support non-dominant students in their striving to realize possibilities beyond settler colonial visions of the future. We share our position in relation to decolonization and decolonizing pedagogies before describing the course at a high level and through an in-depth case study of an author’s research project. Our analysis of the course is presented via three axiological allegiances and three performative pragmatics. By discussing our political stance and a conceptual innovation that we term, ‘transcosmic potentials’, we conclude with insights for fellow educators. This pluriversal learning community opened a multiplicity of ‘portals’ to heterogeneous worlds, each with the power to fundamentally and forever alter all who pass through.
在本文中,我们对2019年的“创造替代世界”课程进行了描述和反思,将其作为21世纪高等教育中批判性制作的典范。本课程面向对创造性研究感兴趣的艺术和人文学科本科生开放,以构建世界为核心方法来想象替代方案。我们发现,明确以黑人和土著为中心的观点有助于支持非优势学生努力实现超越定居者殖民愿景的未来可能性。在高层次地描述课程并通过对作者的研究项目进行深入的案例研究之前,我们分享我们在非殖民化和非殖民化教学法方面的立场。我们对课程的分析是通过三个价值论的忠诚和三个行为语用学来呈现的。通过讨论我们的政治立场和我们称之为“跨宇宙潜力”的概念创新,我们总结了对其他教育工作者的见解。这个多元的学习社区打开了通往异质世界的多重“门户”,每个门户都有能力从根本上永远地改变所有经过的人。
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引用次数: 2
To erase or not to erase, that is not the question: Drawing from observation in an analogue or digital environment 擦除还是不擦除,这不是问题:从模拟或数字环境中观察得出
IF 0.9 0 ART Pub Date : 2020-10-01 DOI: 10.1386/adch_00023_1
J. Christie, Mathew Reichertz, Bryan Maycock, R. Klein
Erasing when drawing occurs for a variety of reasons. While the most obvious may be correction of mistakes, at other times erasers are used to create such things as highlights or marks that introduce particular aesthetic elements. When a drawing is made on paper, partial erasure ‘marks’ can provide a useful record of a drawing’s evolution. For the teacher, this historical record can be a catalyst for helpful commentary and criticism. While programmed to simulate an analogue eraser, in a digital environment the erase function can eradicate a drawing’s history with a single click. We studied analogue and digital tool use behaviours (including erasing) to compare the frequency of erasure and the effect of erasing on observational accuracy in adults between the age of 17 and 64 with various levels of drawing experience from less than two years to more than ten years. The study involved participants making one drawing on paper with traditional drawing tools and one drawing on a digital drawing tablet. We then had the drawings rated for accuracy. Among other interesting results, we found that erasing occurs with greater frequency when participants work in a digital environment than in an analogue one and that, while there were significant tool use differences between the environments, those differences did not result in differences in the accuracy of final drawings indicating the adaptability of our participants using different means to achieve the same effect.
由于各种原因绘图时进行擦除。虽然最明显的可能是纠正错误,但有时橡皮擦用于创建诸如突出或标记之类的东西,以引入特定的美学元素。当画在纸上时,部分擦除的“标记”可以提供画的演变的有用记录。对于老师来说,这些历史记录可以成为有益的评论和批评的催化剂。虽然编程是为了模拟模拟橡皮擦,但在数字环境中,擦除功能可以通过一次点击消除绘图的历史。我们研究了模拟和数字工具的使用行为(包括擦除),以比较擦除的频率和擦除对观察精度的影响,这些成年人年龄在17至64岁之间,具有从不到两年到十年以上的不同绘画经验。在这项研究中,参与者用传统的绘画工具在纸上画一幅,用数字绘图板画一幅。然后我们对图纸的准确性进行了评估。在其他有趣的结果中,我们发现,当参与者在数字环境中工作时,擦除的频率比在模拟环境中更高,虽然环境之间存在显着的工具使用差异,但这些差异并没有导致最终图纸准确性的差异,这表明我们的参与者使用不同的手段来达到相同的效果的适应性。
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引用次数: 1
Block teaching in art and design: Pedagogy and the student experience 艺术与设计的分组教学:教学法与学生体验
IF 0.9 0 ART Pub Date : 2020-10-01 DOI: 10.1386/adch_00037_1
Tom Slevin
This article contextualizes and evaluates the pedagogical efficacy of a ‘block’ curriculum structure at Level 4 of a UK art and design degree course. The year has a distinctive, unique structure compared to its HEI’s central model of three concurrent twenty-credit modules. The article considers the block approach unfolding from the contextual changes at national and institutional levels that provided complex, multiple shifts and challenges. This article evaluates block pedagogy through considering course data, students’ critical reflections of their experience and external examiner comments. The evidence suggests that block pedagogy supports students – of which a significantly higher proportion are from lower-privileged backgrounds – and their outcomes, whilst improving retention, progression and overall satisfaction rates.
本文对英国艺术与设计学位课程第4级“块”课程结构的教学效果进行了情境分析和评估。与高等教育学院的三个同时二十个学分模块的中心模式相比,这一年有着独特的结构。这篇文章考虑了从国家和机构层面的背景变化中展开的整体方法,这些变化提供了复杂、多重的转变和挑战。本文通过考虑课程数据、学生对自己经历的批判性反思和外部考官的评论来评估块教学法。证据表明,区块教学法支持学生(其中来自低特权背景的学生比例明显更高)及其成绩,同时提高了保留率、进步率和总体满意度。
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引用次数: 0
Reflexive practices in art and design education 艺术与设计教育中的反思性实践
IF 0.9 0 ART Pub Date : 2020-10-01 DOI: 10.1386/adch_00018_2
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引用次数: 0
Graduated scenarios: Modelling critical reflective thinking in creative disciplines 毕业场景:在创造性学科中建模批判性反思思维
IF 0.9 0 ART Pub Date : 2020-10-01 DOI: 10.1386/adch_00021_1
M. Readman, Jenny Moon
This article describes the development and implementation of Jenny Moon’s ‘Graduated scenarios’ (2004, 2001, 2009) in the disciplinary context of media production. Graduated scenarios have previously been used to model different levels of critical thinking and reflection and have been based on situations and experiences that can be related to by a wide range of people. Our development of them in a specific creative disciplinary context, for use by students within that context, represents an evolution of the process, but we also consider the possible reception of such models in the context of debates around academic literacies and the degree to which they may be seen and used as contributing to an orthodoxy of expression. We acknowledge that this experiment in writing and pedagogy may be perceived as providing ‘exemplars of standards’, but argue that it actually models differing depths of thinking, and also opens up discussion about orthodoxies of academic writing. Our four models of different levels of critical reflective writing are provided as appendices, and may be used or adapted as necessary. The production of such graduated accounts is ‘effortful work’, but the process can help us (academics) to better understand our own, as well as facilitating learners’, concepts of depth and ‘good practice’.
本文描述了Jenny Moon的“毕业场景”(200420012009)在媒体制作学科背景下的发展和实施。分级情景以前曾被用来模拟不同层次的批判性思维和反思,并基于各种各样的人可能涉及的情况和经历。我们在特定的创造性学科背景下对它们的发展,供学生在该背景下使用,代表了这一过程的演变,但我们也考虑到,在围绕学术文献的辩论中,这些模型可能会被接受,以及它们在多大程度上被视为和使用,有助于表达的正统性。我们承认,这项写作和教育学实验可能被视为提供了“标准的典范”,但我们认为,它实际上模拟了不同深度的思维,也开启了对学术写作正统性的讨论。我们的四个不同水平的批判性反思写作模型作为附录提供,并可根据需要使用或调整。制作这样的毕业账户是“艰苦的工作”,但这个过程可以帮助我们(学者)更好地理解自己的账户,并促进学习者的深度概念和“良好实践”。
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引用次数: 3
Dialogue in the studio: Supporting comprehension in studio-based architectural design tutorials 工作室对话:支持基于工作室的建筑设计教程的理解
IF 0.9 0 ART Pub Date : 2020-10-01 DOI: 10.1386/adch_00020_1
M. Tahsiri
This article examines perceptions regarding the purpose and delivery of tutorials in the architectural design studio that can support how students comprehend feedback. It draws on literature on ‘dialogic feedback’ and theoretical accounts of ‘dialogue’, framing the notion of the dialogic as one in which meanings and identities are realized through a multi-voiced state, questioning the extent to which studio-based tutorials can be considered dialogic. The study uses thematic analysis to reflect on 212 accounts of educators and students at a UK-based architecture school. The article highlights that a comprehension-oriented praxis as opposed to an assessment-oriented praxis can better enable dialogic practice, allowing learners to realize, position and comprehend their own voice amongst the divergent views. The article extends the critical body of work dedicated to evaluating feedback delivery in one-off review sessions, to the context of tutorials and their longitudinal implications on the learning experience.
本文考察了关于建筑设计工作室教程的目的和交付的看法,这些教程可以支持学生如何理解反馈。它借鉴了关于“对话反馈”的文献和“对话”的理论描述,将对话的概念框架为一种通过多声音状态实现意义和身份的概念,并质疑基于工作室的教程可以被视为对话的程度。这项研究采用主题分析的方法,对英国一所建筑学校的212名教育工作者和学生进行了反思。文章强调,以理解为导向的实践,而不是以评价为导向的实践,可以更好地进行对话练习,让学习者在不同的观点中意识到、定位和理解自己的声音。本文扩展了专门用于评估一次性审查会议中的反馈交付的关键工作主体,扩展到教程的上下文及其对学习经验的纵向影响。
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引用次数: 2
期刊
Art Design & Communication in Higher Education
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