Relevant bibliographies by topics / Art and design pedagogy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Art and design pedagogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Art and design pedagogy"

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Pun, Siu Kay. "Art and Design Pedagogy for Tomorrow’s Lifelong Learners." Advances in Social Sciences Research Journal 1, no. 8 (2014): 24–33. http://dx.doi.org/10.14738/assrj.18.704.

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Luka, Ineta. "Design Thinking in Pedagogy." Journal of Education Culture and Society 5, no. 2 (2020): 63–74. http://dx.doi.org/10.15503/jecs20142.63.74.

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The twenty-first century has brought lots of challenges for people in all spheres, including education. In the new context, traditional approaches often seem ineffective and therefore new tools and methods have to be applied. An alternative approach that might be useful in the given context is design thinking – the approach that originated in architecture, design and art, and nowadays is applied in many fields. It is a human-centered problem-solving approach that may be used in the teaching/learning process to develop twenty-first century skills and enhance creativity and innovation. This paper introduces readers to the origin of design thinking, its attributes and processes as well as its application in pedagogy.
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Fernández Urrego, Oscar Andrés. "La pedagogía del diseño = The pedagogy of design." ArDIn. Arte, Diseño e Ingeniería, no. 7 (July 25, 2018): 14. http://dx.doi.org/10.20868/ardin.2018.7.3757.

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ResumenEl presente estado del arte, refleja la relación que existe entre los procesos de diseño y la pedagogía del diseño, desde los métodos de diseño, la evaluación, el enfoque por competencias y la didáctica aplicada.Recoge, las habilidades y competencias que los docente y estudiantes deben adquirir, para que la enseñanza y el aprendizaje sean significativos; teniendo en cuenta que los procesos de diseño no han sido abordados en la academia como parte fundamental de la pedagogía del diseño, porque se presentan como modelos teóricos-conceptuales y no se relacionan adecuadamente con la didáctica aplicada. Por otro lado, se observa cómo la valoración que merece el docente de diseño, está comprometida con la visión local del proceso de diseño, con el modelo pedagógico institucional y con las estrategias pedagógicas que son implementadas. Finalmente, se exponen las características comunes de la pedagogía del diseño: a nivel local, a nivel regional, y a nivel mundial. AbstractThe present state of the art, reflects the relationship between design processes and design pedagogy, from design methods, evaluation, competency-based approach and applied didactics. Collect the skills and competences that teachers and students must acquire, so that teaching and learning are meaningful; Taking into account that the design processes have not been approached in the academyas a fundamental part of the design pedagogy, because are presented as theoretical- conceptual models and are not adequately related to applied didactics. On the other side, it is observed how the evaluation that the design teacher deserves, is committed to the local vision of the design process, with the institutional pedagogical model and with the pedagogical strategies that are implemented. Finally, the common characteristics of design pedagogy are exposed: locally, regionally, and globally.
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Levick-Parkin, Melanie. "Creativity, the Muse of Innovation." Industry and Higher Education 28, no. 3 (2014): 163–69. http://dx.doi.org/10.5367/ihe.2014.0202.

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This paper discusses how art and design pedagogy can further entrepreneurship in societal, economic and educational contexts, so that students may thrive in a world full of complexity and flux, empowered to create sustainable futures of their own making for themselves and their communities. The author touches on some of the methodologies inherent in art and design pedagogy for teaching creativity and innovation and provides a broader overview of how the values and attitudes inherent in this pedagogy can further the current concepts of innovation and entrepreneurship and their societal and economic contexts. The paper highlights how the values, attributes and attitudes associated with art and design pedagogy translate into the economic focus of most current entrepreneurship thinking.
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Chandler, Lisa, Alistair Ward, and Lisa Ward. "‘Immersed in Art’: Engaged learning in art and design history." International Journal of Education Through Art 17, no. 2 (2021): 235–52. http://dx.doi.org/10.1386/eta_00063_1.

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Established approaches to art history pedagogy typically involve a primarily passive form of instruction incorporating the viewing of works projected on screens. While such approaches can convey valuable information, they can also contribute to student disengagement and do not necessarily support deep learning. This article examines three learning initiatives incorporating an immersive teaching space to determine how these forms of technology-enhanced active learning might enhance student comprehension and engagement. The article considers how learning design incorporating the affordances of such immersive environments can provide multimodal learning experiences that stimulate student imaginations and support learning and engagement in a manner that complements rather than replaces traditional modes of instruction.
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Scherling, Laura. "Design Pedagogy: Developments in Art and Design Education, edited by Mike Tovey." Design and Culture 9, no. 1 (2017): 115–16. http://dx.doi.org/10.1080/17547075.2017.1280290.

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Terziev, Georgi. "POSTER ART AND THE INNOVATIVE PRACTICES IN ART PEDAGOGY." Education and Technologies Journal 11, no. 1 (2020): 149–53. http://dx.doi.org/10.26883/2010.201.2245.

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The presented research highlights the innovative charge in the poster tasks as an essential part of the educational work in fine arts. With its essence of an artistic-aesthetic phenomenon with a strong public resonance, the poster focuses on the communicative functions of graphic design. It is in its field that students can express their attitude to all current problems of the present day. Modern technologies allow quick contact with the top achievements in poster art. The digital methods for polygraphic realization allow for the expeditious circulation of the students’ poster works and their introduction in the public environment. In the space of these pictorial tasks the art pedagogue creates preconditions for the teenagers to be more empathetic, more active and creative in their striving to join noble causes. This graphic genre would transform the negative impulses of society into a creative effort, which forms the self-confidence of students that from an object of multifaceted aggressive social influences they become a subject with an active position. The idea is that poster tasks are a reliable means of overcoming the inertia of layered methodological stereotypes.
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Jacobs, Jessica. "Intersections in Design Thinking and Art Thinking: Towards Interdisciplinary Innovation." Creativity. Theories – Research - Applications 5, no. 1 (2018): 4–25. http://dx.doi.org/10.1515/ctra-2018-0001.

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AbstractAs the problem-solving methodology of design thinking has gained legitimacy in business and educational environments, this article suggests we also think about incorporating “art thinking” into approaches in design pedagogy. To study what skills and techniques can be useful in other disciplines, we can first review the stages of the creative process which are centered around preparation, incubation, ideation, illumination, and evaluation. Within those stages, we can tease out specific elements unique to the artistic process that can be particularly useful, including mindsets of emotional engagement, intuition, and tolerance of ambiguity as well as cognitive strategies such as the use of metacognition, resource banks, generators and constraints, prolonged research, problem-creation, conversation with the work, closure delay, and reflection and thematic coherence. Emphasizing these elements and strategies in design pedagogy can expand possibilities for creativity and innovation.
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Griniuk, Marija. "BRIDGING THE CITY: CONNECTING ART, PERFORMANCE DESIGN, ENVIRONMENT AND EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 528–38. http://dx.doi.org/10.17770/sie2021vol4.6412.

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This study explores knotworks and networks within art, participatory performance design, the environment and education specialists and institutions within the case-project “Nomadic Radical Academy”, realised in 2019 and 2020. The novelty of the research lies in its investigation of how international collaborations impact the performance pedagogy project at the local level. The project bridged a wide spectrum of actors in order to design an interactive space and participatory infrastructure involving a diverse variety of stakeholders. The projects were created by the author of this paper and involved the art venue Gallery Meno Parkas in Kaunas, local Kaunas schools and environment-friendly local art initiatives, families in Kaunas, Kaunas Municipality, The Lithuanian Council for Culture, a performance designer and international artists from the Baltic-Nordic region. The author created the performative milieu in the gallery space with the intention of educating children and young people about the environment and climate change through performance pedagogy methods. The research question is as follows: How are the knotworks and networks created during the planning and realisation of the international performance pedagogy project, and how do they target the local community and influence projects locally in real-time? The study materials were collected by arts-based methods and analysed by utilising reflexive research. The data collected during the planning and implementation phases are the author’s notes and reflections, notes from feedback and discussions with the involved artists and photos and videos. This research can be valuable to educators, performance designers and artists interested in knotwork- and network-building. This research focused on the planning and realisation of the project by involving international performance professionals in site-specific projects designed for local communities.
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Beatty, Nicole A., and Ernesto Hernandez. "Socially responsible pedagogy: critical information literacy and art." Reference Services Review 47, no. 3 (2019): 280–93. http://dx.doi.org/10.1108/rsr-02-2019-0012.

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Purpose The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy. Design/methodology/approach At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course. Findings Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course. Research limitations/implications Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics. Practical implications The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes. Social implications This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations. Originality/value While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.
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Dissertations / Theses on the topic "Art and design pedagogy"

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Hjelde, Katrine. "Constructing a reflective site : practice between art and pedagogy in the art school." Thesis, University of the Arts London, 2012. http://ualresearchonline.arts.ac.uk/5890/.

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Constructing a Reflective Site is a fine art practice-based research project, which considers the relationship between art practice and teaching. It does this through a critical examination of reflection in art, in pedagogy and in philosophy. Contemporary art forms, like relational practice, discursive practice and artists appropriating education as their medium, raise new questions regarding the mechanisms by which practice informs or can inform teaching within Higher Education. Reflection can be one way to elucidate and question this interrelationship towards an understanding of how notions of knowledge can be seen to operate across practice and teaching. This research is undertaken from within a dual position on practice: art practice and teaching as practice. The concept of practice-based research has been adopted from emerging positions in relation to artistic practice and artistic research, and this position has also been employed in the study of teaching as practice. This is thus a dual study, which has employed an indisciplinary approach towards an examination of subject specificity in fine art teaching. Notions of site have been used both as an artistic position in relation to the research, and as a theoretical framework, drawing on Miwon Kwon’s genealogy of site-specific practice. The research sought to explore the relationship between reflection in teaching and learning and reflection within an artistic practice and has found that, in epistemological, cognitive, social and historical terms, reflection does not necessarily constitute the same experience across pedagogy and art practice. This has consequences both for art students when asked to critically reflect on their work and also for developing the field of artistic research and concepts of artistic knowledge. Furthermore, these differences highlight the need to continually examine contemporary arts practices for models contributing to subject specific pedagogies in fine art, in order to keep the relationship between the subject and the academy critical and productive.
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Goudie, Mun Har Eliza. "Student teachers' experiences of the art and design curriculum : a transformative pedagogy." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10020332/.

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The thesis examines the learning process in the critical reflective activity of art production. It invokes a notion of critical aesthetics as a normative theory about how we ought to educate student teachers to be reflective autonomous learners in a world of change and uncertainty. As a teacher-researcher in the study, the writer introduces a pedagogy of critical aesthetics to engage students in the social construction of collective and self knowledge. It is argued that the aesthetic formation of visual art is rooted in social and moral consciousness and that this pedagogy enables learners to perceive the Art curriculum as a process of making sense of their everyday life experiences. Under appropriate pedagogic interventions, they adopt different modes of aesthetic understanding in the construction of symbolic forms and reflexively monitor their aesthetic actions to create new cultural meanings. Grounded in the empirical data of the students' visual texts and pedagogic discourse, the writer develops a notion of sublimation as a modality by which various kinds and levels of consciousness are integrated or combined in the production of cultural forms. The thesis examines the complex relationships between the subjective formation of consciousness, procedural operations of morality and the external reality of sociocultural life. This mobilization of internal human energies in non-discursive and discursive communications may be ideological and produce intended or unintended consequences. While visual art as a cognitive tool in the education of persons is not highly recognized in teacher education in Hong Kong, the self-empowering engagement with critical and aesthetic activities creates a space for symbolic resistance to inequitable social conditions and education. The concept of de-alienation of sensuous, affective and critical beings points to the possibility of social and curricular change as a consequence of authentic education through a sublimated process of expanding of human energy.
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Wade, Bussey Sahirah Fatin. "Pre-Service Art Teachers and the Use of Feminist Curriculum and Pedagogy in the Art Classroom." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/18.

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The purpose of this study was to determine answers to several research questions: 1.) What do pre-service teachers know about feminist pedagogy or teaching in ways that are culturally responsive? 2.) In what ways are pre-service teachers prepared to use feminist pedagogy? 3.) How is a lesson constructed utilizing a feminist curriculum? All participating pre-service Art Education students completed a Survey of Art History, a questionnaire of their background in Art History, a questionnaire on their ideas of feminist pedagogy, and completed a group brainstorming of lesson plans. Data was analyzed from student responses. Results support the need for teaching more feminist content and pedagogy. Recommendations are made for further research.
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Sloan, Catherine Louise. "Systems in the post-war art school : basic design, Groundcourse and Hornsey." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9485.

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This thesis makes the first sustained attempt to locate post-war British art school pedagogy in relation to systems-inspired cultural practice after World War II. I explore how in the post-war era in Britain, system, cybernetic and network theories had an instrumental presence in visual arts pedagogy and practice which marked a fundamental shift in the values of cultural production. This was informed both by General System Theory, which had emerged in biology before the war (GST) and its part in the new systemic presence across culture and economy in the wake of the war. I draw out this cultural trend through the examination of student work of the period, pedagogical documents and new interview material with teachers and students. The immediate post-war years form one of the most vital periods of technological development of all time, in which the physical and biological sciences played an ever-more prominent – and integrated - part. The pedagogies of 1945-1970 incorporated a range of systemic and mechanical approaches into creative practice, which had a clear link to contemporaneous technological developments. That mechanisms, networks and systemic approaches were a fundamental aspect of visual arts pedagogies of the period is a phenomenon which has never been analysed and this is the task of this thesis. This was manifested both in the subject matter of classes and courses and in the teaching structures and models that this thesis will examine. These consist of the Basic Design movement, Groundcourse and the Hornsey protest of 1968. The presence of mechanics as process, pedagogy, practice and symbol within British art education demonstrates the evolving importance of technology within culture. With this in mind, each case study within this thesis investigates systems characteristics of British art school pedagogies during the period. The underlying aim is not to create a narrative account of each pedagogical moment, but rather to pursue the material and cultural influences which shaped their development.
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Penny, Lori Lynn. "Mind the Gap: An Integration of Art and Science in Music Theory Pedagogy." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42032.

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My inquiry, centered on the applied practice of teaching, confronts the detachment that often disassociates the intellectual study of music theory from the physical experience of music. This pedagogical detachment, perceived as a split between opposing views of knowledge, privileges positivist science over interpretive art (Aróstegui, 2003), producing written competencies that have little or no musical meaning (Rogers, 2004). Endeavouring to re-attach music theory and the music it was initially intended to explain (Dirié, 2014), I constructed four Listening Guides to align with the intermediate-level theory curriculum of the Royal Conservatory of Music. Their construction incorporates elements of design research along with an underlying framework derived from the Kodály Method’s four-step instructional process. Given my multi-faceted personal/professional interactions with music theory, my research project is presented in the form of a quest narrative that weaves together my story and the stories of participant teachers who established the Listening Guides’ potential usefulness through reviewing and implementing interactions. This narrative, as a creative representation of arts-based research practices (Leavy, 2015), is derived from the blurring of specific cognitive findings and less definable aesthetic knowings (Greenwood, 2012). My data, both the prototypical data I designed and the empirical data I collected from focus group discussions with my participants, are filtered through an a/r/tographic lens that acknowledges the coexistence of my artist/researcher/teacher identities. The analysis of our aggregate narrative, as an exploration of music theory pedagogy with, about, in, and through music, relies on the evaluative tools of educational criticism (Eisner, 1991). Unfolding in a mostly linear climb, my quest for a fully integrated music/theory (art/science) pedagogy reaches its apex in the understanding that a music-logic organization confounds the subject-logic of traditional teaching approaches. Thus, my inquiry challenges the customary practices of scientific knowledge-building with a model for artistic “ways-of-knowing” in music theory pedagogy.
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Chen, Ting-Yu. "Using visual culture to address gender expectations in middle school art education: Visual art curriculum design based on the Manga Ranma1/2." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1129.

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In this thesis, I identify and explore approaches to middle school art curricula that address the cultural expectations of gender in visual culture media. I use images from the Japanese comic Manga: Ranma1/2 to develop units of instruction with goals of engaging students in relating the study of art to their visual culture outside the classroom. The unit has three lessons that deal with cultural expectations of gender to help students become aware of understand gender differences in contemporary society. In the lessons, students examine how the Manga characters are depicted differently according to the character's gender. Also, the teacher utilizes feminist pedagogy which considers how educators and students can work in a classroom with less power struggles. Educators provide students space to let them open-minded to have conversation in the classroom. Through sharing personal experience and interacting with classmates and teachers, students may owing to the empower activity to get more confidence in their academic studies.
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Wik, Louise. "Ett färgfläckat golv : Bildpedagogers tankar om rumslighetens betydelse i konstnärlig utbildning." Thesis, Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7866.

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Syftet med den här studien var att få en större förståelse för hur den fysiska miljön i bildsalar och ateljéer i konstnärlig utbildning påverkar de som brukar lokalerna. Jag har samlat bildpedagogers tankar om och erfarenheter av undervisning i gymnasiets bildklassrum och ateljéer på folkhögskolor och förberedande konstskolor. Detta för att undersöka vad som karaktäriserar de olika rummen, vad en ateljé eller en kreativ plats är enligt dem; och vad olika rum kan tillföra lärandet. Den metod som har använts är kvalitativa intervjuer och tolkande fenomenologisk analys med stöd i kroppslig fenomenologi, platsfenomenologi, arkitekturteori och synen på konstnären i utbildning och samhälle. Resultat som framkom i undersökningen visar att bildpedagogerna lägger stor vikt vid platsens historia och spår av tidigare verksamheter. De flesta talar om tryggheten i att vila i en konst- och hantverkstradition, och om lokalers ändamålsenlighet. Spår av processer används medvetet för att locka fram självförtroende och inspiration. Flera av dem talar om att autentiska miljöer och verktyg får oss att känna oss tagna på allvar. De har också lyft vikten av att börja i sin egen kropp, att förankra den konstnärliga processen i taktilt arbete och därmed i sig själv. Det verkar som att de intervjuade bildpedagogerna ser ett högt värde i de unika platser som många konstskolor är.
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Almusallam, Basma. "From Gyms to Classrooms: Enhancing the learning experience inside the design classroom through communities of practice." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555503829131717.

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Wang, Yinghua. "Participatory Action Research with Chinese-American Families: Developing Digital Prototypes of Chinese Art Education Resources." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385092278.

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Dolan, Timothy D. "Designers' perceptions of interdisciplinary design education." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0710103-093353/unrestricted/DolanT071803f.pdf.

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Thesis (M.S.)--East Tennessee State University, 2003.<br>Title from electronic submission form. ETSU ETD database URN: etd-0710103-093353. Includes bibliographical references. Also available via Internet at the UMI web site.
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Books on the topic "Art and design pedagogy"

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Fischer, Taylor Katherine, and David and Alfred Smart Museum of Art., eds. Looking to learn: Visual pedagogy at the University of Chicago. David and Alfred Smart Museum of Art, University of Chicago, 1998.

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1967-, Sifuentes Roberto, ed. Exercises for rebel artists: Radical performance pedagogy. Routledge, 2011.

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Weinreich, Torben. Children's literature: Art or pedagogy? Roskilde University Press, 2000.

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Cultural pedagogy: Art, education, politics. Bergin & Garvey, 1992.

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Trend, David. Cultural pedagogy: Art/education/politics. Bergin & Garvey, 1992.

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Richard, Cary. Critical art pedagogy: Foundations for postmodern art education. Garland Pub., 1998.

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Foster, Rory. Ballet pedagogy: The art of teaching. University Press of Florida, 2010.

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Foster, Rory. Ballet pedagogy: The art of teaching. University Press of Florida, 2010.

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Foster, Rory. Ballet pedagogy: The art of teaching. University Press of Florida, 2010.

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Matusov, Eugene, Ana Marjanovic-Shane, and Mikhail Gradovski. Dialogic Pedagogy and Polyphonic Research Art. Palgrave Macmillan US, 2019. http://dx.doi.org/10.1057/978-1-137-58057-3.

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Book chapters on the topic "Art and design pedagogy"

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Vaughan, Laurene. "Designing a Practice and Pedagogy of Postgraduate Supervision." In Supervising Practices for Postgraduate Research in Art, Architecture and Design. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-019-4_12.

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Joachim, Mitchell, and Maria Aiolova. "The Heterodox Pedagogy: Hackerspaces and Collaborative Education in Design." In Arts, Research, Innovation and Society. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09909-5_8.

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Maaruf, Siti Zuraida, Saedah Siraj, and Voviana Zulkifli. "Needs Analysis in Developing Culturally Responsive Arts Education Pedagogy Module." In Proceedings of the 2nd International Colloquium of Art and Design Education Research (i-CADER 2015). Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0237-3_39.

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Raju, Harshitha G. "Pedagogic Influences of Art and Design Schools on Architecture Education in India." In Design for Tomorrow—Volume 2. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0119-4_18.

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Cocchiarella, Fabrizio, Valeria Vargas, Sally Titterington, and David Haley. "Research Informed Sustainable Development Through Art and Design Pedagogic Practices." In World Sustainability Series. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70281-0_13.

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Winterbottom, Daniel. "Pedagogy." In Design-Build. Routledge, 2020. http://dx.doi.org/10.4324/9781315679372-2.

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Mike, Sharples. "Design thinking." In Practical Pedagogy. Routledge, 2019. http://dx.doi.org/10.4324/9780429485534-34.

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Backos, Amy, and Richard Carolan. "Art Therapy Pedagogy." In Emerging Perspectives in Art Therapy. Routledge, 2017. http://dx.doi.org/10.4324/9781315624310-4.

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Bruter, Claude Paul. "Art, Mathematics, Pedagogy." In Aesthetics and Neuroscience. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46233-2_11.

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"The Art of Design." In Rethinking Pedagogy for a Digital Age. Routledge, 2013. http://dx.doi.org/10.4324/9780203078952-24.

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Conference papers on the topic "Art and design pedagogy"

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Serbanescu, Adrian. "THE ARTISTIC EXPERIMENT: A PHENOMENOLOGICAL RESEARCH TOWARDS A PEDAGOGY OF ART." In SGEM 2014 Scientific SubConference on ARTS, PERFORMING ARTS, ARCHITECTURE AND DESIGN. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b41/s13.025.

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Makovets, Lyudmila A., Julia Panuykova, and Galima Lukina. "The Developmental Potential of Art Pedagogy in the Modern Educational Space." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.3.

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Hughes, Michael. "Constructing Interior Design Pedagogy." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.26.

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This paper explores the nascent state of hands-on pedagogy within interior design education with regard to the impact of design-build precedents native to architectural curricula, as well as the challenges imposed by conventional assumptions linked to intellectual hierarchies and gender bias. Two primary models are emerging: Objects and the, less common, Augmentation. These methods will be discussed and illustrated with examples drawn from schools in North America and the Middle East. Taken together the methods and projects structure an evolving taxonomy for pedagogies of making in interior design.
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Liu, Yanchen. "Peculiarities of Initial Piano Pedagogy in Contemporary China." In 2nd International Conference on Arts, Design and Contemporary Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.324.

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Palleroni, Sergio. "Public Transportation Design as Grassroots Pedagogy." In AIA/ACSA Intersections Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.aia.inter.19.2.

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"In the spring of 2014, the Center for Public Interest Design (CPID) was approached by the Sacramento Area Council of Governments to begin the process of exploring how public interest design could be used to address the needs of some of Sacramento’s most disinvested and environmentally impacted neighborhoods. This collaboration began at a crucial time for California as the State was in the process of implementing the first cap and trade legislation in the US. A significant percentage of funds collected through the sale of carbon tax credits associated with this legislation are required to be invested in disadvantaged communities. This paper proposal examines the potential for design to play a role in identifying social investment opportunities to create healthier communities through the CPID’s work with students in Central California."
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Wrightsman, Bruce, and Michael Everts. "Pedagogy of Practice." In AIA/ACSA Intersections Conference. ACSA Press, 2015. http://dx.doi.org/10.35483/acsa.aia.inter.15.21.

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The day-to-day practice of architecture must navigate within a system of contexts often replete with competing values dictated through external forces by clients and patrons to effectively execute the work. This requires the process of design and construction to respond to constant tactile adjustments made by the demands of clients, codes, budgets, etc. to address the landscape of contingency. Every project, decisions are made about quality of materials versus reality of budget and time constraints or owner-prescribed values and requirements versus site and building code constraints. Engaging these conflicts defines the profession of architecture.
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Gamez, Jose L. S. "Urban Instrumentality: Pedagogy in an Era of Ecological Design Challenges." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.36.

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In 2014, NASA projected higher than previously predicted irreversible climate changes that will result in sea levels rising 1 to 2 meters worldwide by 2100. Along the way, according to the Lon-don School of Economics’ Urban Age Project, the global population will become 75% urbanized by 2050; much of this urbanization is occurring in developing countries, which will account for approximately 4 out of every 5 city dwellers—often in coastal locations. This combination of rapid urbanization and environmental change requires a reinterpretation of development, architecture, and ecology in which an integration of urban components is essential if the management of the environment and resources is to result in resilient and livable cities. With this in mind, this paper reflects upon two three-year collaborations between our Master of Urban Design program and universities in parts of the world that are undergoing the brunt of this global urbanization: China and Brazil. Through a discussion of a series of summer workshops, fundamental challenges to the integration of ecological strategies into design pedagogies are illustrated through the experiences of students.
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Nolan, Collette, and Bill O'Flynn. "From space to place; Non-hierarchical collaborative strategies of teaching and learning in the Crawford College of Art and Design." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.38.

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What does Learning look like? What are the embodied roots of the thinking process? We have posed these questions in the process of developing our research, workshops and curricula. How do we understand, engage with and investigate the everyday teaching and learning environment? Art practice is a complex process, and successful induction into the forms of teaching and learning practiced in the studio is critical to a student’s progress through art college. For contemporary artist/researchers working at the interface of art and pedagogy, education continues to be a central concern in their research. Contemporary artists such as Annette Krauss and her long-term project Hidden Curriculum (2008), art theorists such as Claire Bishop, Artificial Hells (2012), Richard Hickman (ed.), Research in Art &amp; Design Education: Issues and Exemplars (2008), Graeme Sullivan, in his book Art Practice as Research (2005), all use and discuss arts-based approaches in educational research, and are important references to the contextual framework of this project. In a series of action research projects, conducted over the last five years with student volunteers in the Crawford College of Art and Design, we have explored phenomenological, collaborative approaches to teaching and learning, space and place, that encourage students to be active agents in their education and co-creators of their own learning environment. Our overall project aims to create an artistic, collaborative, non- hierarchical framework that encourages students and teachers to actively question and investigate the teaching and learning situation and relationships.
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Rubin, Victor, Celina Tchida, Maria Rosario Jackson, and Theresa Hwang. "The Pedagogy of Creative Placemaking: A Field Begins to Come of Age." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.6.

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Creative placemaking has been evolving from a narrow definiti on of applying art and design ideas to community projects into a more expansive, equity-focused field of practice. As the funder consortium Art Place America describes it, “Creati ve placemaking happens when artists and arts organizations join their neighbors in shaping their community’s future, working together on place-based community outcomes. It’s not necessarily focused on making places more creative; it’s about creatively addressing challenges and opportunities…. creative placemaking at its best is locally defined and informed and about the people who live, work, and play in a place.”
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Rüütmann, Tiia. "ENGINEERING PEDAGOGY SCIENCE AS THE CONTEMPORARY BASIS FOR EFFECTIVE TEACHING OF SCIENCE, TECHNOLOGY AND ENGINEERING." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.187.

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This study is introducing the basic principles of Engineering Pedagogy Science for effective design, teaching and learning of science, technology and engineering. The basic didactical models are introduced for contemporary design of effective teaching and learning. A quadruple instruction model of Engineering Pedagogy Science is proposed, integrating the principles of Behaviourism, Cognitivism, Social Constructivism and Humanism on the basis of didactic model of Engineering Pedagogy Science. Keywords: didactical model, effective teaching of STE, engineering pedagogy, educational design, quadruple instruction model.
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Reports on the topic "Art and design pedagogy"

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Xochihua, Alexis. Looking to the Future of Education: A Social Art Practice Pedagogy. Portland State University Library, 2016. http://dx.doi.org/10.15760/honors.302.

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Gorea, Adriana, and Katya Roelse. Criteria Decision Matrix Applied to Pedagogy: A Pilot Study for Fashion Art Studio. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1134.

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Brown, Victoria, and Cathy Nowicki. Adopt-A-Store: An Innovative & Immersive Experiential Pedagogy for Visual Merchandising Design. Iowa State University. Library, 2019. http://dx.doi.org/10.31274/itaa.8368.

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Griffin, D. A. NREL Advanced Research Turbine (ART) Aerodynamic Design of ART-2B Rotor Blades. Office of Scientific and Technical Information (OSTI), 2000. http://dx.doi.org/10.2172/763408.

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Tyler, Brian J. Intelligence and Design: Thinking about Operational Art. Defense Technical Information Center, 2014. http://dx.doi.org/10.21236/ada609404.

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Abbadini, Jeffrey J. Operational Design that Synthesizes Art and Science. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada545959.

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Zhang, Ling, Brent Holland, and Eulanda A. Sanders. Collaborative Wearable Art Design Process for Wearable Art Designers, Artists, and Industrial Designers. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1756.

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Zhang, Ling, Brent Holland, and Eulanda Sanders. From Chinese Painting to Wearable Art: The Development of Wearable Art Design Process Model and Evaluation Methods for Wearable Art Designers. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1755.

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Soltis, Lawrence A., and Terry D. Gerhardt. Shear design of wood beams : state of the art. U.S. Department of Agriculture, Forest Service, Forest Products Laboratory, 1988. http://dx.doi.org/10.2737/fpl-gtr-56.

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Gauntt, Nathan E., Kevin Duvall Davis, Jason John Repik, James M. Brandt, Ann C. Gentile, and Simon David Hammond. Design Installation and Operation of the Vortex ART Platform. Office of Scientific and Technical Information (OSTI), 2019. http://dx.doi.org/10.2172/1562796.

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