Pub Date : 2020-01-01DOI: 10.1007/978-981-15-9216-4_8
H. Coates
{"title":"Redesigning Institutions","authors":"H. Coates","doi":"10.1007/978-981-15-9216-4_8","DOIUrl":"https://doi.org/10.1007/978-981-15-9216-4_8","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81517107","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}
Pub Date : 2020-01-01DOI: 10.1007/978-981-15-9216-4_5
H. Coates
{"title":"Education Economy","authors":"H. Coates","doi":"10.1007/978-981-15-9216-4_5","DOIUrl":"https://doi.org/10.1007/978-981-15-9216-4_5","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81523943","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}
Welcome to 18.2 This is the last edition of ADCHE that Professor Alison Shreeve will contribute to. Alison has decided to relinquish her role as Associate Editor of ADCHE and the journal starts with a short article by Alison talking about her role and the field of art and design educational research. I want to take this opportunity to thank Alison for her contribution to ADCHE. When Professor Linda Drew stepped down from the role of ADCHE Editor and I became Editor Alison ensured continuity and her advice and support were invaluable. ADCHE has benefitted from Alison’s expansive knowledge of the field of art and design higher education research and her supportive and rigorous editorial review approach. Alison has problem solved with me when we have encountered particularly challenging editorial decisions. I will miss her contribution.
{"title":"Democratizing Knowledge in Art and Design Education","authors":"Susan Orr","doi":"10.1386/adch_00001_2","DOIUrl":"https://doi.org/10.1386/adch_00001_2","url":null,"abstract":"Welcome to 18.2 This is the last edition of ADCHE that Professor Alison Shreeve will contribute to. Alison has decided to relinquish her role as Associate Editor of ADCHE and the journal starts with a short article by Alison talking about her role and the field of art and design educational research. I want to take this opportunity to thank Alison for her contribution to ADCHE. When Professor Linda Drew stepped down from the role of ADCHE Editor and I became Editor Alison ensured continuity and her advice and support were invaluable. ADCHE has benefitted from Alison’s expansive knowledge of the field of art and design higher education research and her supportive and rigorous editorial review approach. Alison has problem solved with me when we have encountered particularly challenging editorial decisions. I will miss her contribution.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/adch_00001_2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48465233","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":"On relinquishing my role as associate editor of ADCHE","authors":"A. Shreeve","doi":"10.1386/adch_00002_7","DOIUrl":"https://doi.org/10.1386/adch_00002_7","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46073983","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}
Provoking the Field: International Perspectives on Visual Arts PhDs in Education, Anita Sinner, Rita Irwin and Jeff Adams (eds) (2019) Bristol: Intellect Ltd, 276 pp., ISBN 978-1-78320-991-0, p/bk, £25
{"title":"Review","authors":"S. Broadhead","doi":"10.1386/adch_00008_5","DOIUrl":"https://doi.org/10.1386/adch_00008_5","url":null,"abstract":"Provoking the Field: International Perspectives on Visual Arts PhDs in Education, Anita Sinner, Rita Irwin and Jeff Adams (eds) (2019) Bristol: Intellect Ltd, 276 pp., ISBN 978-1-78320-991-0, p/bk, £25","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48368322","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 UK Higher Education sector is subject to continual scrutiny and measurement, not least via the Teaching Excellence Framework (TEF). For Government, teaching qualifications are synonymous with teaching excellence. Within the Creative Arts, however, this has always been problematic. The percentage of academics with teaching qualifications remains among the lowest in the sector, and technicians frequently deliver practice-based teaching. As technical teaching expands in both volume and sophistication, arts technicians are increasingly seeking recognition through the Higher Education Academy's Fellowship programme. This article reports on a small-scale study undertaken at a leading UK Creative Arts University that aimed to illuminate the experiences of four technicians gaining Fellowship. Insights suggest that these individuals were motivated to work across academic and technical camps. In doing so, they expanded their practice and networks, although they also experienced hierarchical paradoxes with management and colleagues.
{"title":"Challenging HEA Fellowship: Why should technicians in creative arts HE be drawn into teaching?","authors":"T. Savage","doi":"10.1386/adch_00007_1","DOIUrl":"https://doi.org/10.1386/adch_00007_1","url":null,"abstract":"The UK Higher Education sector is subject to continual scrutiny and measurement, not least via the Teaching Excellence Framework (TEF). For Government, teaching qualifications are synonymous with teaching excellence. Within the Creative Arts, however, this has always been problematic.\u0000 The percentage of academics with teaching qualifications remains among the lowest in the sector, and technicians frequently deliver practice-based teaching. As technical teaching expands in both volume and sophistication, arts technicians are increasingly seeking recognition through the Higher\u0000 Education Academy's Fellowship programme. This article reports on a small-scale study undertaken at a leading UK Creative Arts University that aimed to illuminate the experiences of four technicians gaining Fellowship. Insights suggest that these individuals were motivated to work across academic\u0000 and technical camps. In doing so, they expanded their practice and networks, although they also experienced hierarchical paradoxes with management and colleagues.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48654115","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 gives a brief account of the last 60 years of fine art in English art schools, concentrating on the curriculum and assessment only. Sixty years ago, there were national examinations and teachers taught to the test. The main causes of changes to assessment and curriculum were policy decisions of the 1960s, which abolished national examinations. This was followed a decade later by the need to accommodate post-Duchampian art practice. This new paradigm of fine art placed an emphasis on criticality, information and interdisciplinary practice with a reduced role for self-expression, formalism and traditional skills. The challenge this offered to the curriculum was that there was no longer any core set of skills or knowledge that all students need to learn. This has come up against higher education sector requirements to provide a detailed description of what all students should learn and against which they are assessed. Behind this intractable contradiction lies a clash of two incompatible world-views: the one interpretive within fine art and the other positivist held by those who determine assessment policy. A consequence of the ubiquitous adoption of these assessment regimes and the pressures of marketization is that teaching to the test is once again becoming the norm, albeit without standardized examinations.
{"title":"A 60-year dysfunctional relationship: How and why curriculum and assessment in fine art in England have always been problematic and still are","authors":"Nicholas Houghton","doi":"10.1386/adch_00005_1","DOIUrl":"https://doi.org/10.1386/adch_00005_1","url":null,"abstract":"This article gives a brief account of the last 60 years of fine art in English art schools, concentrating on the curriculum and assessment only. Sixty years ago, there were national examinations and teachers taught to the test. The main causes of changes to assessment and curriculum\u0000 were policy decisions of the 1960s, which abolished national examinations. This was followed a decade later by the need to accommodate post-Duchampian art practice. This new paradigm of fine art placed an emphasis on criticality, information and interdisciplinary practice with a reduced role\u0000 for self-expression, formalism and traditional skills. The challenge this offered to the curriculum was that there was no longer any core set of skills or knowledge that all students need to learn. This has come up against higher education sector requirements to provide a detailed description\u0000 of what all students should learn and against which they are assessed. Behind this intractable contradiction lies a clash of two incompatible world-views: the one interpretive within fine art and the other positivist held by those who determine assessment policy. A consequence of the ubiquitous\u0000 adoption of these assessment regimes and the pressures of marketization is that teaching to the test is once again becoming the norm, albeit without standardized examinations.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48937715","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 This article presents the findings from a four-year project designed to gather undergraduate Fine Art students' perceptions of replacing an essay with a Patchwork Text Assessment (PTA), a form of assessment in which a series of self-contained, thematically related patches are written at regular intervals over a series of weeks or months and are then stitched together with a final meta-patch exploring the unity and interrelatedness of the individual patches. On completion of the PTA, students were asked a series of questions about their experiences, and analysis of their responses showed that they had found completing the PTA more difficult, more enjoyable and more rewarding than writing an essay. Importantly, there were no suggestions that the PTA had dumbed down assessment practices, nor was there an increase in the workload of the academic staff supporting and assessing the PTA.
{"title":"Teaching students to write about art: Results of a fouryear patchwork text project","authors":"C. Staff, Robert Farmer","doi":"10.1386/adch_00003_1","DOIUrl":"https://doi.org/10.1386/adch_00003_1","url":null,"abstract":"Abstract This article presents the findings from a four-year project designed to gather undergraduate Fine Art students' perceptions of replacing an essay with a Patchwork Text Assessment (PTA), a form of assessment in which a series of self-contained, thematically related\u0000 patches are written at regular intervals over a series of weeks or months and are then stitched together with a final meta-patch exploring the unity and interrelatedness of the individual patches. On completion of the PTA, students were asked a series of questions about their experiences,\u0000 and analysis of their responses showed that they had found completing the PTA more difficult, more enjoyable and more rewarding than writing an essay. Importantly, there were no suggestions that the PTA had dumbed down assessment practices, nor was there an increase in the workload of the\u0000 academic staff supporting and assessing the PTA.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48421588","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 process of design explicates the procedural knowledge of design activities, shifting theoretical conceptions across practical dimensions. Design thinking, as a creative and innovative methodology, has been established as a designerly process for non-designers to address complex problems. This article reviews the implications of introducing the design thinking methodology as a pedagogical approach in design education at LASALLE College of the Arts in Singapore, generating new knowledge to inform the research spaces of design practice and theory. Using the design thinking methodology as a sound framework to facilitate risk-taking decisions in design research and practice, students from the design specialisms of Design Communication, Product Design and Interior Design were inducted into an interdisciplinary project. The perspectives and insights arising from the collaborative, design thinking methodology are extracted, analysed and adapted to form a framework to illustrate the non-linear, circular structures of knowledge generation from theory (designerly knowing) to practice (design thinking) and research (design knowing).
{"title":"From design thinking to design knowing: An educational perspective","authors":"Harah Chon, Joselyn Sim","doi":"10.1386/adch_00006_1","DOIUrl":"https://doi.org/10.1386/adch_00006_1","url":null,"abstract":"The process of design explicates the procedural knowledge of design activities, shifting theoretical conceptions across practical dimensions. Design thinking, as a creative and innovative methodology, has been established as a designerly process for non-designers to address complex\u0000 problems. This article reviews the implications of introducing the design thinking methodology as a pedagogical approach in design education at LASALLE College of the Arts in Singapore, generating new knowledge to inform the research spaces of design practice and theory. Using the design thinking\u0000 methodology as a sound framework to facilitate risk-taking decisions in design research and practice, students from the design specialisms of Design Communication, Product Design and Interior Design were inducted into an interdisciplinary project. The perspectives and insights arising from\u0000 the collaborative, design thinking methodology are extracted, analysed and adapted to form a framework to illustrate the non-linear, circular structures of knowledge generation from theory (designerly knowing) to practice (design thinking) and research (design knowing).","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44773816","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":"Twitter in the initial teacher education arts classroom: Embracing risk taking to explore making learning visible","authors":"N. Lemon","doi":"10.1386/ADCH.18.1.81_1","DOIUrl":"https://doi.org/10.1386/ADCH.18.1.81_1","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44219863","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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