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- Volume 15, Issue 2, 2016
Art, Design & Communication in Higher Education - Volume 15, Issue 2, 2016
Volume 15, Issue 2, 2016
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Internationalizing the art school: What part does the studio have to play?
Authors: Elizabeth Caldwell and Jodi GregoryAbstractArt, Design and Architecture (ADA) education has a number of distinctive features, including the use of the studio as a locus for an interactive approach to teaching and learning. This article explores the concept of ‘internationalization’ and uses it as a basis to explore the pedagogies found in ADA from an intercultural perspective. The study involved staff and international students participating in focus groups and workshop events to share their experiences of teaching and learning in ADA. We found that ADA pedagogies provide a number of specific opportunities and challenges for internationalization. Positive aspects include the social nature of the studio facilitating the development of independent learning and critical skills. However, the issues raised were the lack of value placed on the development of IT/technical skills and language proficiency. We suggest that there is much that ADA pedagogies have to offer on the debate on internationalization.
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How language limitations affect conceptual thresholds among Chinese design students in the United Kingdom
By Clive HiltonAbstractThis article attempts to illustrate the relative impacts of cultural difference and language proficiency in an internationalized design programme at Coventry University. It also seeks to show how apparent manifestations of cultural stereotype might actually be rooted in a combination of limited language ability and normal human behavioural responses. A key focus is on the significance of English language skills among Chinese design students and how it can affect their learning journey, their capacity to respond creatively to briefs, and how it might possibly skew wider perceptions of them. The lens through which this issue is examined is conceptual threshold theory, which essentially holds that learners will, at some point, encounter a troublesome barrier to learning progression. Such conceptual learning thresholds are unavoidable and must be successfully traversed in order to attain some higher, transformative and irreversible internal view of the subject landscape. An argument presented here is that an inability to transcend conceptual learning thresholds because of underdeveloped English language skills can harm affected design students’ cultural immersion, academic progression and potential for full creative expression. An example is provided to show how one student’s troublesome language threshold was successfully negotiated.
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A portrait of the artists as young adults: A longitudinal study of art college graduates
More LessAbstractThe author provides a portrait of four young adult artists as they reflect on their educational experiences in a US art college. Theories of creativity, complexity and human development create the conceptual framework for this longitudinal qualitative case study. The resulting narrative portrait describes the ways in which young adult artists perceive and harness their art school education as they make their way through art college and beyond. Analysis reveals consistencies and changes through time, as well as connections to the literature on college student development and adult learning. The author proposes implications for creative climates, pedagogies and future research, and further argues that this report suggests that longitudinal research and portraiture are viable methods for capturing the art school experience and the value of arts learning in our time.
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Pedagogies applied to develop student self-awareness and written self-evaluations: A costume case study
By Nadia MalikAbstractIn 2013–14 a change in assessment criteria percentage weightings on the BA Stage Management and Technical Theatre course at East 15 Acting School was implemented – a course taught mainly through authentic learning processes. This change, coupled with the increase in emphasis on reflective processes in higher education in general, highlighted that students not only on this course but also more widely need to be able to articulate their learning more rigorously than before through more comprehensively written self-evaluations. Through a discussion of critical thinking and reflection and instinctively applying Art and Design pedagogies to teaching on what is traditionally considered to be a vocational course, this article charts an experimental case study following students on the Costume Pathway, hoping to improve their ability in this area. The aim was to develop the self-awareness and analytical and reflective thinking involved in evaluating personal working practices to a high standard in order to improve the written communication thereof. Therefore, this article is also a reflection on how a thorough understanding from educators of what self-evaluation demands of students can enrich student learning experiences and develop transferable skills to produce industry-ready and life-ready graduates.
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Promoting design probes in interior design and in the user-centred analysis of a space in the context of Finnish higher education
More LessAbstractProbing is a new, playful co-design method that enables future users to participate in a design process in variant design contexts. This article is based on a case study of applying and developing the probing method as a part of studies of interior design in higher education in craft and design. The article reports probing processes of the university-level students (N=72), training to become textile teachers, and their reflections on the method. The data on the case were collected during two interior design courses held in a single institution in 2014 and 2015. The results outline the students’ processes from the point of view of participation, spaces chosen as well as their reflections. After the students experienced the probing process, they suggested ideas for its application in teaching design in different educational degrees as well as applications in other contexts.
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The etymology of a colourful design language: How do we determine what informs architect’s colour choices?
Authors: Bahareh Motamed and Richard TuckerAbstractThe development of materials and visualization technology is transforming the colour palettes of cities. As architects have significant roles in determining the appearance of buildings that contribute to city colourscapes, it might be expected that they have considerable colour knowledge. However, there is largely an absence of colour training in built environment education outside of interior design, meaning architects are likely making colour choices based on practical rather than theoretical knowledge. This prompts the question: what informs the architect’s colour choices? While colour has been studied in a broad range of disciplines, few studies have focussed on the built environment and even fewer on how and why built environment designers choose colours. This article explains the origins and development of a framework for understanding factors that influence architects’ uses of colour. The framework has informed a national survey in Australia to determine how personal and educational experiences have affected the use of colour.
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Book Review
By Alison JamesAbstractLEARNING WITH THE LABYRINTH: CREATING REFLECTIVE SPACE IN HIGHER EDUCATION, 1ST ED., JAN SELLERS AND BERNARD MOSS (2016) London: Palgrave Teaching and Learning, ISBN: 9781137393838, p/bk, £32.99
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Volumes & issues
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Volume 22 (2023)
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Volume 21 (2022)
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Volume 20 (2021)
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Volume 19 (2020)
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Volume 18 (2019)
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Volume 17 (2018)
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Volume 16 (2017)
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Volume 15 (2016)
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Volume 14 (2015)
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Volume 13 (2014)
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Volume 12 (2013)
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Volume 11 (2012)
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Volume 10 (2012)
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Volume 9 (2010)
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Volume 8 (2009)
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Volume 7 (2008 - 2009)
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Volume 6 (2007 - 2008)
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Volume 5 (2006 - 2007)
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Volume 4 (2005)
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Volume 3 (2004)
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Volume 2 (2003 - 2004)
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Volume 1 (2002 - 2003)