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Art Design & Communication in Higher Education最新文献

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Redesigning Institutions 重新设计机构
IF 0.9 0 ART Pub Date : 2020-01-01 DOI: 10.1007/978-981-15-9216-4_8
H. Coates
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引用次数: 0
Education Economy 教育经济
IF 0.9 0 ART Pub Date : 2020-01-01 DOI: 10.1007/978-981-15-9216-4_5
H. Coates
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引用次数: 0
Democratizing Knowledge in Art and Design Education 艺术与设计教育中的知识民主化
IF 0.9 0 ART Pub Date : 2019-11-16 DOI: 10.1386/adch_00001_2
Susan Orr
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.
欢迎收看18.2这是Alison Shreeve教授将为ADCHE撰写的最后一期文章。Alison决定辞去ADCHE副主编的职务,该杂志以Alison的一篇短文开始,谈论她的角色以及艺术和设计教育研究领域。我想借此机会感谢Alison对ADCHE的贡献。当Linda Drew教授辞去ADCHE编辑的职务,我成为编辑时,Alison确保了连续性,她的建议和支持是宝贵的。ADCHE受益于Alison在艺术和设计高等教育研究领域的丰富知识,以及她支持和严格的编辑审查方法。当我们遇到特别具有挑战性的编辑决策时,Alison和我一起解决了这个问题。我会怀念她的贡献。
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引用次数: 7
On relinquishing my role as associate editor of ADCHE 关于辞去ADCHE副主编一职
IF 0.9 0 ART Pub Date : 2019-10-01 DOI: 10.1386/adch_00002_7
A. Shreeve
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引用次数: 0
Review 评审
IF 0.9 0 ART Pub Date : 2019-10-01 DOI: 10.1386/adch_00008_5
S. Broadhead
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
《激发视野:视觉艺术教育博士的国际视角》,Anita Sinner、Rita Irwin和Jeff Adams(编辑)(2019),布里斯托尔:智力有限公司,276页,ISBN 978-1-78320-991-0,p/bk,25英镑
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引用次数: 0
Challenging HEA Fellowship: Why should technicians in creative arts HE be drawn into teaching? 挑战HEA奖学金:为什么创意艺术的技术人员要被吸引到教学中?
IF 0.9 0 ART Pub Date : 2019-10-01 DOI: 10.1386/adch_00007_1
T. Savage
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.
英国高等教育部门受到持续的审查和衡量,尤其是通过卓越教学框架(TEF)。对政府来说,教学资格是卓越教学的代名词。然而,在创意艺术中,这一直是个问题。具有教学资格的学者比例仍然是该行业最低的,技术人员经常提供基于实践的教学。随着技术教学在数量和复杂程度上的扩大,艺术技术人员越来越多地通过高等教育学院的奖学金计划寻求认可。本文报道了英国一所领先的创意艺术大学进行的一项小规模研究,旨在阐明四名技术人员获得奖学金的经历。研究表明,这些人有动机在学术和技术阵营中工作。在这样做的过程中,他们扩大了自己的实践和网络,尽管他们也经历了与管理层和同事之间的等级矛盾。
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引用次数: 2
From design thinking to design knowing: An educational perspective 从设计思维到设计认知:一个教育视角
IF 0.9 0 ART Pub Date : 2019-10-01 DOI: 10.1386/adch_00006_1
Harah Chon, Joselyn Sim
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).
设计过程阐明了设计活动的程序性知识,在实践维度上转移理论概念。设计思维作为一种创造性和创新性的方法,已经被确立为非设计师解决复杂问题的设计过程。本文回顾了在新加坡拉萨尔艺术学院引入设计思维方法作为设计教育教学方法的意义,产生新的知识,为设计实践和理论的研究空间提供信息。利用设计思维方法作为一个健全的框架,以促进在设计研究和实践中的冒险决策,来自设计传播,产品设计和室内设计设计专业的学生被引入到一个跨学科的项目中。从协作设计思维方法论中产生的观点和见解被提取、分析和调整,以形成一个框架,以说明从理论(设计师认知)到实践(设计思维)和研究(设计认知)的知识生成的非线性、循环结构。
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引用次数: 15
Teaching students to write about art: Results of a fouryear patchwork text project 教学生写艺术:四年拼凑文本项目的结果
IF 0.9 0 ART Pub Date : 2019-10-01 DOI: 10.1386/adch_00003_1
C. Staff, Robert Farmer
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.
本文介绍了一项为期四年的项目的研究结果,该项目旨在收集本科美术学生对用拼凑文本评估(PTA)取代论文的看法,这是一种评估形式,其中一系列独立的、主题相关的补丁在一系列周或数月的时间间隔内定期编写,然后与最终的元补丁拼接在一起,探索单个补丁的统一性和相互关联性。在完成PTA后,学生们被问及一系列关于他们的经历的问题,对他们的回答的分析表明,他们发现完成PTA比写一篇文章更困难,更愉快,更有意义。重要的是,没有任何迹象表明教研会简化了评核工作,也没有增加支持和评核教研会的学术人员的工作量。
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引用次数: 3
A 60-year dysfunctional relationship: How and why curriculum and assessment in fine art in England have always been problematic and still are 60年失调的关系:英国美术课程和评估一直存在问题,现在仍然存在问题
IF 0.9 0 ART Pub Date : 2019-10-01 DOI: 10.1386/adch_00005_1
Nicholas Houghton
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.
本文简要介绍了近60年来英国艺术学校美术的发展历程,仅从课程设置和评价两个方面进行论述。60年前,有全国性的考试,老师们接受考试。评估和课程改革的主要原因是20世纪60年代的政策决定,该决定废除了国家考试。十年后,需要适应后杜尚时代的艺术实践。这种新的美术范式强调批判性、信息性和跨学科实践,减少了自我表达、形式主义和传统技能的作用。这给课程带来的挑战是,不再有任何核心技能或知识是所有学生都需要学习的。这违反了高等教育部门的要求,即详细描述所有学生应该学习的内容以及对他们的评估。在这一棘手的矛盾背后,隐藏着两种不兼容的世界观的冲突:一种是美术中的解释性世界观,另一种是决定评估政策的实证主义世界观。普遍采用这些评估制度和市场化压力的结果是,尽管没有标准化的考试,但应试教学再次成为常态。
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引用次数: 1
Twitter in the initial teacher education arts classroom: Embracing risk taking to explore making learning visible 推特在最初的教师教育艺术课堂:拥抱冒险探索,使学习可见
IF 0.9 0 ART Pub Date : 2019-04-01 DOI: 10.1386/ADCH.18.1.81_1
N. Lemon
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引用次数: 3
期刊
Art Design & Communication in Higher Education
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