Relevant bibliographies by topics / Art and design students

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 students'

Author: Grafiati
Published: 3 June 2025
Last updated: 22 June 2025

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Journal articles on the topic "Art and design students"

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al-Murahhem, Faredah Mohsen. "Art courses and Interior Design students." Art, Design & Communication in Higher Education 14, no. 1 (2015): 7–21. http://dx.doi.org/10.1386/adch.14.1.7_1.

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Kacmaz Erk, Gul, Eser Selen, and Christopher Wilson. "Teaching Art History to Design Students." International Journal of the Humanities: Annual Review 3, no. 7 (2007): 65–72. http://dx.doi.org/10.18848/1447-9508/cgp/v05i07/42161.

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Wang, Weiwei. "Inheritance of Folk Art in College Art Design Education." E3S Web of Conferences 253 (2021): 02072. http://dx.doi.org/10.1051/e3sconf/202125302072.

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Nowadays, art design majors are offered in all art colleges and universities in China, but the students and teachers of this major often do not have a deep understanding of art design, which hinders the folk art inheritance of Chinese art design students. This paper explains folk art and art design, analyzes its characteristics, puts forward the problems of folk art inheritance in China, and puts forward the effective path of art design into folk art.
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Varol, Esra. "The relationship of fashion and art and art literacy of the students of the department of fashion design." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (2016): 437–52. http://dx.doi.org/10.18844/gjhss.v2i1.328.

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Boyd, Rae, and Sue Field. "Nurturing Talented Design Students." Gifted Education International 4, no. 3 (1987): 157–59. http://dx.doi.org/10.1177/026142948700400307.

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In this paper it is argued that the students who manifest talent in design are further along the developmental continuum than their age mates. But advanced development is not necessarily achieved in all aspects of the complex “design”. A battery of tests was developed to assess its most significant components to enable the art teacher to identify the strengths and weaknesses of able students so that more appropriate guidance could be given. The role of the family in nurturing talent in design is also considered.
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Hockey, J. "Identity Change: Doctoral students in art and design." Arts and Humanities in Higher Education 4, no. 1 (2005): 77–93. http://dx.doi.org/10.1177/1474022205048759.

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Fathoni, Ahmad Faisal Choiril Anam. "Leveraging Generative AI Solutions in Art and Design Education: Bridging Sustainable Creativity and Fostering Academic Integrity for Innovative Society." E3S Web of Conferences 426 (2023): 01102. http://dx.doi.org/10.1051/e3sconf/202342601102.

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Artificial intelligence (AI) has transformed art and design education, giving students new ways to create, explore, and learn. Unfortunately, there is fear among academicians that students will use AI, especially text-to-image generators like Midjourney or Dall-E, as an illegal shortcut in creating their work. This article examines how generative AI solutions, such as text-to-image generators, can help students create innovative and sustainable designs while promoting academic integrity. The article shows how AI in art and design education can equip students with the skills and knowledge to succeed in a rapidly changing digital landscape. This research uses a qualitative method by analyzing the apps and literature reviews in journals and documents related to the problems studied. Case studies show how AI-based solutions can help students create innovative and sustainable designs while promoting academic integrity. Integrating controlled AI- based approaches in art and design education can promote academic integrity, creativity, and sustainability. AI-based art and design education solutions may help society become more innovative and sustainable. This article concludes that art and design educators must embrace AI-based solutions to prepare students for a rapidly changing digital world.
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Zhou, Zhonggong, and Dubae Jeong. "The Importance of Design Thinking for Students Majoring in Art and Design in Vocational Colleges." Journal of Educational Research and Policies 6, no. 12 (2024): 151–54. https://doi.org/10.53469/jerp.2024.06(12).32.

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The cultivation of design thinking ability among students majoring in art and design in vocational colleges is related to the implementation of national innovation and development strategies and the cultivation of high-skilled talent. This study focuses on the problems of lagging educational concepts, weak cultural foundations, and insufficient artistic literacy in the cultivation of creative thinking among students majoring in art and design in vocational colleges. This study explores effective ways to enhance the design thinking ability of students majoring in art and design in vocational colleges. Research has shown that current vocational art and design education generally suffers from problems such as emphasizing skills over creativity, theory over practice, and a lack of systematic training in innovative thinking. This results in students lacking independent innovation ability and the ability to solve practical design problems, leading to insufficient employment competitiveness for graduates. This study focuses on students majoring in art and design in vocational colleges and conducts an in-depth analysis of the factors that affect the cultivation of design thinking among students majoring in art and design in vocational colleges. The research results indicate that improving the design thinking ability of art and design majors in vocational colleges requires the following steps. First, it is necessary to update educational concepts; integrate design thinking into various aspects of teaching; change the traditional exam-oriented education model; and focus on cultivating students' critical thinking, systematic thinking, and innovative thinking. Second, it is necessary to strengthen the teaching of basic courses, consolidate students' professional foundation, cultivate their aesthetic ability and artistic cultivation, and lay a solid foundation for the cultivation of design thinking. Again, innovative teaching methods, such as project-based learning, case-based teaching, and studio teaching, are needed to stimulate students' interest in learning and improve their learning enthusiasm. At the same time, practical teaching should be strengthened to increase students' opportunities to participate in practical projects, allowing them to learn and enhance their design thinking abilities through practice. In addition, it is necessary to strengthen school enterprise cooperation, establish an integrated teaching model of industry university research, provide more internship and employment opportunities for students, and cultivate their professional qualities and innovation abilities. Finally, it is necessary to create a good campus cultural atmosphere, encourage students to actively participate in innovation and entrepreneurship activities, and cultivate their innovative spirit and entrepreneurial ability.
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Xiaowen, Tian, Fred Dervin, and Andreas Jacobsson. "Chinese University Art Students Negotiating Minzu Visual Design: An Interculturality Art Perspective." World Studies in Education 24, no. 1 (2024): 23–39. http://dx.doi.org/10.7459/wse/240103.

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This paper focuses on Chinese ‘ethnic’ Minzu art education for university undergraduate students, specializing in various subfields of visual arts. Based on data collected during a course on Minzu visual design, analysed visually and discursively, the paper intersects the notions of Minzu (in reference to the 56 official Minzu groups composing Chinese Mainland) and interculturality (understood here as processes of change when people meet) in art education. In the course, groups of art students cooperate on a visual design project at a top Minzu university in China, whereby they need to negotiate artistic creations based on one Minzu group. The interest is on the artistic and visual aspects of their creations. The results highlight a form of curiosity for the ‘other’ anthropologically and artistically that does not seem to be satisfied. As such the students appear to be disappointed by the end products, having found what some refer to as merely superficial Minzu design elements and having had to make changes to them to fit the purpose of the course project. However, interculturality as change in art does happen throughout the course, especially when the students mixed some elements from different Minzu groups in their design. Recommendations for global arts education, from an intercultural perspective, are drawn.
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Wu, Yunyi, and Carmina G. Joson. "Probing the Link Between Critical Thinking Ability and Academic Achievement of Chinese Art Design Students." Journal of Education and Educational Research 12, no. 2 (2025): 20–24. https://doi.org/10.54097/n0k35c54.

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This study explores the relationship between critical thinking ability and academic performance of art and design students in Chinese universities. The researchers surveyed 500 art and design students from 10 universities in nine cities in China. The research results show that students' critical thinking ability in art and design is at the average level, and students' academic achievement assessment in art and design is also at the average level, and critical thinking ability has a significant impact on the academic performance of art and design students.
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Dissertations / Theses on the topic "Art and design students"

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Morgan, Ruth C. "Factors of Resilience that Support University Art and Design Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2074.

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Graduation rates in bachelor's degrees in the United States continue to be lower than stakeholders expect, despite the many advantages of college completion. This phenomenological study investigated the interplay between resilience, coping strategies, and college completion for undergraduate art and design students in an effort to improve graduation rates. The purpose of this study was to address gaps in the literature regarding art and design students' resilience and academic success. Findings were interpreted using 3 conceptual frameworks: resilience theory, Bronfenbrenner's ecology of human development, and Dweck's theory of mindsets and self-beliefs. Research questions guiding this study addressed the external and internal factors that support resilience, the most stressful situations students faced while attending the university, and the coping strategies students used to manage stress, regain resilience and graduate. Data collection included individual semi-structured interviews with 11 graduating seniors and an alum from a single public university in the eastern United States. Data were supplemented by individual semi-structured interviews with 1 faculty member and 2 campus counselors from the same university who had extensive interactions with art and design undergraduates. Key results from the data analysis found that supportive relationships with peers, access to financial aid, stress-free living environments, motivation, tenacity, and self-efficacy were important factors for academic success. The most stressful situations students reported were studio critiques, a lack of compatibility with roommates, and health issues. This study promotes positive social change by providing information for stakeholder's use in bolstering students' resilience in order to manage stress and improve college completion rates.
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Leonard, Melissa M. "Motivating Students for Success in Art Education." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1048.

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This study is intended to analyze the differences of elementary age students from two different public elementary schools and their motivation to learn about art. The analysis will compare and contrast the results of my efforts as an art educator to present the same curricular information to both groups of students. I have examined the demographics, the parent involvement, and the other areas affecting the students of the two schools in which I have taught during my seven years as an elementary art educator. My purpose in completing this study has been to better understand how to meet the needs of my current students who seem to struggle considerably in the art classroom when compared to the students I have previously taught. I wish to better understand what shapes the minds and attitudes of our students today whom we teach in art programs.students today that we teach in art programs.
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Webb, Keith R. "A new approach to illustration curriculum design : using Bloom's taxonomy as the framework for cognitive and psychomotor illustration studio objectives /." Read thesis online, 2007. http://library.uco.edu/UCOthesis/WebbKR2007.pdf.

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Hatcher, Lynn Anne. "Exhibition in the Curriculum: Preparing Students to Complete the Artistic Cycle." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/art_design_theses/49.

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This curriculum exposes students in Visual Arts classes to the art of exhibition and prepares them to complete the artistic cycle by exhibiting their own work and others. The curriculum is presented in the form of a guide book in which the main body of lessons are geared towards high school Intro to Art classes with quick tips and activities that are adapted toward all grade levels. By learning about all aspects of exhibiting art, theme development, installation design, accessioning and preparing art, and publicity, students are given another tool with which to create a connection with artistic mediums and history. The final goal is to infuse exhibition skills into every aspect of the curriculum as a natural part of learning and talking about art.
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Theuri, S. "Black African students and the art and design education space : narratives of journeys to higher education art and design." Thesis, University of Salford, 2016. http://usir.salford.ac.uk/38061/.

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This qualitative research, with a narrative inquiry approach, focuses on the Black African sector of our community and explores how Black African students access, enter and progress through HE Art and Design and what facilitates this progress. It also questions what limiting barriers are visible in the art and design educational journeys of the participants in the study and to what extent these barriers have had an impact on the participants’ educational journeys. As a result, this study has included both students and graduates who studied art and design at Higher Education (HE) as well those who considered studying art and design at HE but chose not to. Within this research I will define ‘Black African’ as all those who would situate their heritage as being sub-Saharan African as opposed to Caribbean. This study has analysed a range of narratives given by 14 participants of Black African heritage in regards to their experiences of access and entry to and progression in HE Art and Design. This is a small scale research project in which the focus is on depth of understanding and the production of rich data with thick descriptions. This research does not look to generalise to all Black African students, but to provide theoretical insight into the experiences of a small group of this population Research on Black and Minority Ethnic (BME) HE art and design students overall and specifically Black African HE art and design students in the UK in terms of access, entry, progression, and overall HE experience is currently lacking in the field (Okon 2005), therefore this specific group is considered in order to bring it out of its anonymity within the field of HE Art and Design.
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Wong, Mei-yee. "Civic education programme in art and design lesson : a case study of secondary one students in a secondary school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2119063X.

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McClea, Cheryl. "Promoting mental health services at Delaware College of Art and Design." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 104 p, 2008. http://proquest.umi.com/pqdweb?did=1605146211&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Kuo, Shih-Ping. "Graphic Design Students' Development of Adaptive Expertise in Ideation Strategies." Thesis, Purdue University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843121.

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<p> This exploratory study uses the convergent design of mixed methods to integrate adaptive expertise theory to study how individual student participant from graphic design or non-graphic-design majors to solve a novel ideation problem in graphic design. Adaptive expertise includes six dimensions: metacognition, flexibility, dynamic knowledge, ability to welcome challenges, efficiency and deep understanding of the domain knowledge, and multiple perspectives. Those are desired qualities for a learner to stand out in the global market that are constantly changing with complex challenges. Thirty undergraduate students participated in this study. This study aims to answer four questions: types of graphic design tool and strategies selection and reasoning, similarities and differences among four participant groups, influences of participants&rsquo; performance from the prior-experiences, and other potential preconceptions and situations to their reasoning. Four results are identified. Frist, 11 rationales contributed to participants to make their tool usage decision and strategies. Second, participant with more varieties of prior experiences in graphic design would potentially have significantly higher confidence level in their adaptive expertise. Third, participants who performed better in this study, obtained more thorough reflection in design thinking. This result shows that this task requires domain-dependent expertise. Forth, participants&rsquo; performance found affected by several non-cognitive preconceptions such as uncertain challenges, adapting in the new work space, and stress management. Future studies need to increase the number of participants to potentially increase statistical significance of the results, and to identify the relationship among factors that affect participants&rsquo; performance and exhibition of adaptive expertise. Implications of this study suggests the need to expose learners to diverse types of graphic design experiences and novel tasks/contexts. </p><p>
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Hauser, Andrea M. "A Grounded Theory Study of the Self-Authorship Development of Art and Design Students." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1626879883767632.

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Griffin, Kelvin. "An investigation into students' understanding of sketchbook annotation in art and design." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020381/.

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This thesis is based on the observation that annotation in Art and Design Education has received little attention as a device for developing student understanding. As an Art and Design teacher I have, therefore, taken what I see as the predominance of 'labelling' practice further, exploring the potential of annotation by looking at the responses of five students to a number of questions designed to identify levels of understanding. This research has highlighted a number of issues concerning why and how annotation is used in sketchbooks, and what value these students attach to it. A desire to develop the effectiveness of annotation is the driving force behind this investigation. I have minded to understand the perceptions of those who teach, as well as the perceptions of those who are taught. By analysing both perspectives, different needs are addressed as part of an in depth examination of the data collected. I argue that annotating is the counterpart to sketching. By definition, both these activities are 'short-lived', and 'rapid', implying a longer time spent thinking, thinking that is not usually immediately available for consideration. Analysing particular language is crucial. I also argue that the process of condensing thought creates inferential gaps for us to consider. Furthermore, what happens during the time taken to annotate at different speeds is important to establish, in order to understand the reasons for its production. A developing theory emerges to suggest that further consideration of these aspects would enable students' concerns to be identified more clearly. This investigation sets out to articulate the understandings of students for the purpose of establishing meanings. This is achieved by considering two parallel lines of enquiry, relating time and intention. This triangulates thoughts about what motivates students to shorten written information to support their visual communications. Three main outcomes emerge. They relate to the language used by students, inferences inherent within their notes, and the pace of their annotation to indicate further significance. These outcomes make significant contributions to current awareness of the value of sketchbook annotation, and recommendations are made, about how to access this understanding, with a view to implementation.
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Books on the topic "Art and design students"

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Kiyuduki, Satoko. GA: Geijutsuka art design class. Yen Press, 2009.

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Taylor, Rod. Approaching art and design: A guide for students. Longman, 1990.

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Dunn, Chris. Art and design: A resource book for students. Longman, 1989.

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Oxford Brookes University. School of Art, Publishing and Music. Foundation studies in art and design: Students' guide. Oxford Brookes University, 1997.

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Historians, Association of Art, ed. Teaching art & design history: Working with students with disabilities. Association of Art Historians, 2003.

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Patrick, Bullock, ed. Student handbook for art and design. 3rd ed. Pearson Publishing, 2005.

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British Design & Art Direction., ed. British design & art direction: Student annual. British Design & Art Direction, 1999.

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British Design & Art Direction., ed. British design & art direction: Student annual. British Design & Art Direction, 1998.

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McMahon, Barrie. Exploring images: Picture analysis and activities for students. Macmillan Education, 1988.

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Design, Fab, ed. The Yellow book. PEAR Books in association with FAB Design, 1986.

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Book chapters on the topic "Art and design students"

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Bauman, Rebecca. "Negotiating Capitalism on the Silver Screen for Film Students." In Teaching Labor History in Art and Design. Routledge, 2024. http://dx.doi.org/10.4324/b23187-5.

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Broadhead, Samantha, and Margaret Gregson. "Non-traditional Students in Art and Design Higher Education." In Practical Wisdom and Democratic Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73311-1_1.

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Song, Xiao, and Mingming Zong. "Research on the Application of Ceramic Art Therapy in University Students’ Mental Health Education." In Cross-Cultural Design. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35946-0_43.

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Gee, Lilian Lee Shiau, and Jasni Dolah. "Graphic Styles Appearance: Perception of Malaysian Students." In Proceedings of the Art and Design International Conference (AnDIC 2016). Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0487-3_14.

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Pyun, Kyunghee. "Analyzing the Bauhaus in Business and Labor History for American Art and Design Students." In Teaching Labor History in Art and Design. Routledge, 2024. http://dx.doi.org/10.4324/b23187-13.

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Hussein, Zuhal. "Cybercrime: Do Security and Software Influence Students’ Perception?" In Proceedings of the Art and Design International Conference (AnDIC 2016). Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0487-3_36.

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Halupa, C. "Are Students and Faculty Ready for Transformative Learning?" In Learning, Design, and Technology. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-319-17461-7_70.

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Halupa, C. "Are Students and Faculty Ready for Transformative Learning?" In Learning, Design, and Technology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-17727-4_70-1.

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Isphahani, Eilidh Isphahani Mohd, and Rusmadiah Anwar. "Visual Art Analysis in MYP International Baccalaureate Students’ Evaluation and Assessment." In Proceedings of the Art and Design International Conference (AnDIC 2016). Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0487-3_18.

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Brown, Neil C. M., and Kerry Thomas. "Creativity as Collective Misrecognition in the Relationships Between Art Students and Their Teachers." In Studies in Philosophical Realism in Art, Design and Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42906-9_15.

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Conference papers on the topic "Art and design students"

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Sudakova, E., and I. Artamonova. "KINETIC DESIGN: THE INNOVATIVE ART OF MOVEMENT." In SCIENCE AND STUDENTS – 2024. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2024. https://doi.org/10.58168/sas_100-101.

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This article is about kinetic design, a contemporary art form that is created by combining movement, technology and engineering to create unique and interactive objects. This type of design not only attracts attention with its aesthetic appeal, but also helps to create social connection and innovation in various spheres of life. Kinetic design can be used in marketing, entertainment, education, public space and museums. This art form has social and cultural significance and can also be used to create interactive spaces that encourage collaboration and the exchange of ideas. Kinetic design is thus an innovative art of movement that continues to evolve and have an impact on our lives.
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Zheng, Shuo. "College Students of Art Design Innovative Entrepreneurship Analysis." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.119.

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Wu Wei and Liu Yongzhong. "Exploration of education for sustainable development of art university students." In 2009 IEEE 10th International Conference on Computer-Aided Industrial Design & Conceptual Design. IEEE, 2009. http://dx.doi.org/10.1109/caidcd.2009.5375304.

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Victorio, Aldo, and Teresinha Vilela. "Art, Audiovisual and Design: an experience." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.128.

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This work aims to share part of a research carried out in a public school that brought art, school and university closer together. The research aimed to understand the interests of students in the Final Stages of Youth and Adult Education (EJA) and was carried out at the Municipal Expeditionary Aquino de Araújo School, in Duque de Caxias, state of Rio de Janeiro. The audiovisual production comes from the school's partnership with the Audiovisual Resources Laboratory of the State University of Rio de Janeiro, Campus Duque de Caxias, Faculty of Education of Baixada Fluminense (LABORAV-UERJ/FEBF). Students, collaborators, go from protagonists to directors and editors of their own productions. In this way, we try to enhance the interests of students who are often invisible. The research gave us the opportunity to get to know in more detail various interests of the students who, along the way, converged mainly on the culture of Skate and Hip Hop. At school, not only skateboarding was present in the classroom, but also skateboarding images, on shirt prints, on the covers of some notebooks. In the pre-investigative period of the project, Mauricio Silva had drawn the letters “R” and “C” on a project for a shirt, an activity that we propose, as an art teacher at the school. Then I met Mauricio Silva with his skater friends, exposing the “Ratarius” brand, that “R” that he drew in his shirt project. This meeting took place at the Meeting of Favelas (MOF) which was recorded in Video 1-MoF2014 Cultura e Imagem Fora das Paredes da Escola https://youtu.be/JdmRNjYygMs?t=7. Ana Mae Barbosa (2015) presents the image as a research narrative. Video 1 was a moment in the research, in which image/writing overflowed beyond paper and videos began to be part of the research methodology as well. We rely on Arts Based Research (PBA) with a/r/tography. Prior to any public presentation of Video 1, students and former students, Mauricio Silva, Thiago Marques, Anthony Oliveira and Raphael Santos were invited to watch Video 1 together on LABORAV, resulting in Video 6 (https://youtu.be/b6E94LzTpxY) with their reactions and comments to the event. see -. Afterwards, from this moment on, the other seven videos were produced with their direct collaboration, getting the invitation to watch. And we are celebrating the approval (October/2021) of the Licentiate Course in Cinema and Audiovisual for the Baixada Fluminense Education Faculty Unit of the State University of Rio de Janeiro, the place that made our research possible.
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Dongjie, Xu, and Ye Junnan. "Instructional design and practice of installation art based on Steam-Obe concept." In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004228.

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The digital wave triggered by new technology has changed the traditional way of life. Digital media art, as the most cutting-edge part of contemporary art, has been gradually followed up with professional creation courses related to digital media in colleges and universities. Interactive device art creation course is an important practical course for digital media art major. Seek innovation points in multi-media platforms and conduct independent interdisciplinary creation, so as to learn interactive installation art creation in digital media art.At present, there are still some problems in the design of interactive device art creation course, which are mainly reflected in the following aspects:1. The teaching system is not comprehensive enough. The comprehensiveness and pioneering nature of interactive installation art make it require higher and more comprehensive professional quality of students. However, the current teaching system has problems such as single curriculum, lack of interdisciplinary integration and lack of special training.2. Lack of project management awareness. In the practical teaching of interactive installation art creation, due to the comprehensiveness and diversity of the course, students often need to organize a team to complete it. However, due to the lack of project management awareness, students are difficult to lack effective organization and management of complex projects such as interdisciplinary practice and media integration.3. The assessment and evaluation system is not comprehensive enough. The current curriculum assessment and evaluation system lacks an incentive mechanism for innovation, attaches too much importance to the training of new media art talents, and fails to assess the quality of students' innovation ability quantitatively. As a result, students have problems such as stylized creation and weak innovation consciousness, and a more perfect assessment mechanism for new media art education.In view of the above problems, by analyzing the concept of OBE and STEAM, the content and process of experimental teaching are optimized, and an online and offline experimental teaching mode of interactive installation art that integrates OBE and STEAM is constructed. This model includes two modules of basic theory and experiment, and the course development and evaluation system based on STEAM concept.Combining OBE mode with STEAM concept, the change of teaching mode pays more attention to improving students' comprehensive quality fundamentally, and attaches importance to students' learning and development. In teaching, "student-teacher-problem" should be the center. Students are given learning tasks or problems, and teachers help students with academic practice, thinking and exploration in the process of guidance, so as to achieve the purpose of understanding new knowledge.The concrete practice of the construction of the teaching model integrating the concepts of OBE and STEAM is as follows:1. Establish a teaching knowledge system based on STEAM concept, and cultivate the ability of artistic creation with STEAM concept.2. Student-centered. Student-centered is the core idea of OBE model. The STEAM concept emphasizes the nature of practice and supports students' active, independent and socialized learning by promoting their comprehensive quality.3. Project-based learning. Through project-guided learning, problem-oriented, specific open-ended questions are put forward so that students can explore answers, master methods, broaden their thinking and improve their practical ability, so as to ultimately enable students to independently develop innovative project works.4. Establish a course assessment system and works evaluation system based on the STEAM concept, and improve the overall evaluation of students' course performance and professional creation.At present, East China University of Science and Technology has successfully carried out online and offline hybrid experimental course teaching by integrating the concepts of OBE and STEAM. Students watch MOOC videos recorded by teachers through the school's online learning platform, learn the creation process of installation art online, and conduct concentrated experiments in offline basic experimental courses. In the project practice module, students gave full play to their thinking and made plans. After prototype testing and optimization, many excellent assignments were finally produced, and students got good results.The digital media Art major of East China University of Science and Technology was selected for practical verification. Through course assessment and teaching evaluation, this teaching mode has achieved good results, which can improve students' learning engagement, improve students' design innovation literacy, cross-media innovation literacy, and enhance students' learning experience and teaching satisfaction. It provides a reference for the teaching reform of interactive installation art.
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Smith, Gillian Crampton, and Dan Boyarski. "Art and design student demos." In CHI '97 extended abstracts. ACM Press, 1997. http://dx.doi.org/10.1145/1120212.1120307.

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Xie, Haiyan. "Analysis on Target Group Positioning in Graduation Design of Students of Applied Art Design." In Proceedings of the 2nd International Conference on Economy, Management and Entrepreneurship (ICOEME 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icoeme-19.2019.139.

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Mahatmi, Nadia, and Prima Singgih. "Activity Booklet Design for Museum Bank Indonesia for Middle School Students." In International Conference on Aesthetics and the Sciences of Art. Bandung Institute of Technology, 2020. http://dx.doi.org/10.51555/338077.

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Hu, Yingying. "A Probe into Absence of Students' Subjectivity in Maker Space in Art Colleges." In 2nd International Conference on Arts, Design and Contemporary Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.264.

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Luthfi, Zaky, Henni Muchtar, Prayoga Bestari, Atri Waldi, and Wibowo Prasetiyo. "Civic Education: Fostering Global Citizenship among Indonesian Students." In Proceedings of the 1st Conference of Visual Art, Design, and Social Humanities by Faculty of Art and Design, CONVASH 2019, 2 November 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.2-11-2019.2294888.

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Reports on the topic "Art and design students"

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Ebringerová, Paulína, Peter Mazalán, and Michal Hronský. Fine art projects in architectural education: a tool for socio-critical reflection. WIETE Publications, 2025. https://doi.org/10.61544/vwck4333.

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The study of architecture, urban planning and design at technical universities primarily offers a rational, technology- and practice-oriented education. The offer of a conceptual and socially critical approach to creation is only represented to a low degree. Students create projects that take into account the latest technical, environmental and architectural trends, but receive few assignments or conceive their designs as specific philosophical statements critically examining current social and political phenomena, whether on a local or trans-regional scale. By implementing courses and seminars with an emphasis on various visual media, students are given the opportunity to analyse issues in spatial themes and statements that they cannot apply in standard architectural design. The authors examine alternative methods in architectural education at technical universities involving intermedia visual arts. They investigate different forms of teaching in selected universities in the Central European context. The article is supplemented with case studies from the Faculty of Architecture and Design at Slovak University of Technology in Bratislava, Slovakia.
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Grbich, Carol. Qualitative Research: From Study Design to Publication. Instats Inc., 2023. http://dx.doi.org/10.61700/agyyplpbvqj7l469.

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This seminar is designed to provide an overview of the current state of the art of Qualitative research. In particular, the theoretical and practical aspects which need to be addressed for the undertaking of a successful qualitative project will be a primary focus. The research questions, design changes, paradigms, methods and methodological shifts, data collection, analysis, presentation, and interpretation will all be explored in detail. There is no assumption of previous knowledge or experience in this dynamic field of research. An official Instats certificate of completion is provided and the seminar offers 2 ECTS Equivalent points for European PhD students.
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Grbich, Carol. Qualitative Research: From Study Design to Publication. Instats Inc., 2023. http://dx.doi.org/10.61700/e4mrp7zhpz8xn469.

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This seminar is designed to provide an overview of the current state of the art of Qualitative research. In particular, the theoretical and practical aspects which need to be addressed for the undertaking of a successful qualitative project will be a primary focus. The research questions, design changes, paradigms, methods and methodological shifts, data collection, analysis, presentation, and interpretation will all be explored in detail. There is no assumption of previous knowledge or experience in this dynamic field of research. An official Instats certificate of completion is provided and the seminar offers 2 ECTS Equivalent points for European PhD students.
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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, 2006. http://dx.doi.org/10.51420/conf.2006.1.

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The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
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Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley, and Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teach classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching, and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.
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Weijters, Bert. Survey Design and Analysis. Instats Inc., 2023. http://dx.doi.org/10.61700/hl5ql4rwahbm1469.

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This seminar will teach you the most current best practices for survey design and analysis. This involves conceptually and statistically modeling, through hands-on exercises, measurement as (a) the selection of indicators of latent constructs, (b) data collection as a psychological process of survey responding, and then (c) specifying and testing measurement models that are able to adequately reflect this process (using CFA). Day 1 offers a conceptual introduction and then a variety of hands-on applications are covered in Mplus on Day 2, and lavaan in R on Day 3. An official Instats certificate of completion is provided at the conclusion of the seminar. The seminar offers 2 ECTS Equivalent points for European PhD students.
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teaching classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.
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Elacqua, Gregory, Patricia Navarro-Palau, Maria Prada, and Sammara Soares. The impact of online technical education on schooling outcomes: Evidence from Brazil. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003778.

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This paper studies the impact of online technical education offered to complement regular academic instruction in high school on student schooling outcomes. Using a regression discontinuity design with an oversubscribed large-scale online technical course in Brazil, we find that students who score above the cutoff on the online technical education admission exam are less likely to drop out of high school, while their performance on standardized tests in math and Portuguese is similar to that of students just below the admission exam cutoff. Overall, we provide evidence that complementing high school regular instruction with technical education in an online format can be an effective public policy to increase students work readiness as it reduces the dropout rate from secondary education without negatively affecting students academic proficiency.
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Claricoats, Liam. Barriers into Higher Education for disabled students. Sheffield Hallam University, 2024. http://dx.doi.org/10.7190/steer/barriers_disabled_students.

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According to Sheffield Hallam University’s Access and Participation Plan (20/21-24/25), there has been an increased number of disabled students entering Higher Education (HE), with 14.6% of students declaring a disability in the sector. Therefore, this review of the literature explored potential barriers into Higher Education for students with disabilities. Within Higher Education institutions, disabled students may be categorised into having ‘mental health’, ‘cognitive and learning’, ‘sensory, medical and physical’ or ‘multiple impairment’ related disabilities. This review was commissioned in collaboration with the Higher Education Progression Partnership (South Yorkshire), with the aim of identifying barriers into Higher Education institutions for disabled students. Evidence provided from this literature review is intended to assist in developing a rationale for an intervention design and delivery that alleviates the barriers into Higher Education for disabled students. From examining the literature, a prominent barrier that emerged was a lack of accessibility at university. For instance, an inconsistent willingness from tutors to make reasonable adjustments to assessments, a lack of understanding of autism spectrum disorder (ASD) characteristics and spread-out university campus buildings that were inaccessible for students with Cerebral Palsy/walking disabilities. The research findings also revealed that there was a lack of accessible spaces on campus for disabled students, especially for students with ASD to interact. Furthermore, disabled students’ perceptions of stigmatisation and discrimination of disclosing their disability was another key barrier into Higher Education. For instance, during the application process to university, students believed that it would jeopardise their opportunity to be accepted into their chosen Higher Education institution if they were to disclose their disability.
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