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- Volume 14, Issue 1, 2015
Art, Design & Communication in Higher Education - Volume 14, Issue 1, 2015
Volume 14, Issue 1, 2015
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Art courses and Interior Design students
More LessAbstractThis study sheds light on the influence of an artistic background on students’ outcomes, specifically students of the Interior Design (ID) course at Umm al-Qura University in Makkah-Saudi Arabia. It focuses on the first-year curriculum and its impact on the final outcomes. Case studies were observed of ID students studying art courses in their first year, over the subsequent period of up to five academic terms. The chosen cases were the second class of the major, where final presentations of some courses were analysed. Among the cases was one student who is artistically gifted, and her works were also evaluated. This study examines the assumption that artistic background may be reflected – by some means – in some of a student’s drawings and presentations of design projects. The study also demonstrated that early exposure to artistic methods and skills impacted on student confidence and presentation skills, and this diminished somewhat in the final year of study where newly acquired ID skills merged with the artistic skills.
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The vocational maturity and career choices of female industrial design students in Taiwanese universities
Authors: Ming-Ying Yang, Yi-Ya Liao and Yung-Ping ChouAbstractProduct and Industrial Design (ID) is frequently regarded as a masculine and maledominated profession. Female Taiwanese industrial designers, similar to those in other countries, have not been as active as men in this field. However, more female students are enrolled in ID programmes in Taiwan than are male students, with the total ratio of female students reaching 61 per cent countrywide. To understand the cause of such inactivity, investigating female ID students’ career choices as they complete professional education is crucial. This study investigated the vocational maturity and career choices of female ID students in Taiwan. A questionnaire survey was conducted on 417 female ID students from 24 departments belonging to one of 23 Taiwanese universities. The results show that vocational maturity was generally positive, but a significant proportion of women intend to work outside of ID, possibly due to an overly negative view of ID as an industry. The outcome can be used to guide educators to assist female ID talents plan their career and enhance their employment opportunities.
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Open Studios is the beginning of a conversation: Creating critical and reflective learners through innovative feedback and assessment in Fine Art
Authors: Venda Louise Pollock, Sandy Alden, Chris Jones and Brenda WilkinsonAbstractIn recent years, increased attention has been paid to feedback and assessment in Fine Art. This has revealed a need for the pedagogic culture of Art and Design subjects to be better understood, particularly from the perspective of the student experience. Accordingly, this article presents findings from a Higher Education Academyfunded project that investigated feedback and assessment within creative practice through a case study of Newcastle University’s Open Studios (OS) feedback and assessment model. Through this we argue that multifaceted feedback models best address some of the problems surrounding the feedback–assessment relationship in studio-based disciplines, particularly assisting students to develop the critical and reflective capacities on which much studio-based tuition is built. Within this, however, careful consideration needs to be made of the power relationships in studio dialogues. Unlike traditional academic disciplines, the research revealed a premise placed on feedback rather than grades within Fine Art where, as the students put it ‘it’s more about building a practice’.
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The influence of MOOCs to enhance graphic design education
More LessAbstractThere is increased pressure on higher education (HE) graphic design lecturers to provide a more engaged platform for the evolving digitally engrossed student. This article explores Massive Open Online Courses (MOOCs) as an educational experiment to help envision changes in HE design teaching. MOOCs have presented aspects of a plausible, although unresolved, online teaching model that has challenged many long-held beliefs of learning and teaching. This investigation considers aspects of MOOCs and their capacity to drive innovation in design education. It will analyse how these features might alleviate some of the pressures on teachers and enable a deeper dialectic in the learning space. I will argue that the importance of this study rests in the questions it raises about the capacity for design education to exploit the benefits of this ‘massive’ experiment.
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Leading creative practice pedagogy futures
Authors: J. Fiona Peterson, Noel Frankham, Louise McWhinnie and Graham ForsythAbstractHigher education is experiencing substantial change, with considerable debate regarding the potential of technology within learning and teaching. Whilst technology is driving pedagogic change, there are two key challenges for educators in the creative arts. Maintaining the distinctiveness of the studio learning and teaching experience is paramount for creative practice outcomes. At the same time, direction setting is vital for contemporary and emerging creative practice pedagogy. We suggest that responding to these challenges requires a collaborative action research approach for leaders of learning and teaching, and an effective model of leadership for changing practice. A new integrated model is proposed, drawing upon creative leadership and appreciative enquiry frameworks, for developing and implementing a new technological learning paradigm. The article highlights the important role that learning and teaching leaders can play, through collegial and strategic collaboration across institutions, in shaping creative practice pedagogy futures. It is offered as a provocation for exploration and wider discussion on the issues, possibilities and implications of contemporary models – for learning and teaching and its leadership.
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Developing an inclusive curriculum of architecture for students with dyslexia
More LessAbstractDesign subjects, including architecture, tend to attract students with dyslexia. The relevant disciplinary skills of three-dimensional design and visual communications often align to these students’ academic strengths. However, as these students progress towards their final award, many appear to find the requirements for extended writing (in the forms of dissertations, reports, etc.), and self-directed personal organization and management to be problematic. A number of interventions, implemented in the architecture curriculum at Northumbria University over a period of five years, seek to provide academic support and alternative assessment methods for these students. The efficacy of these initiatives has been evaluated through a series of semi-structured interviews conducted with graduates of architecture. The enquiry concluded that the development of academic writing skills was viewed by graduating students with dyslexia as desirable with respect to further study and practice; alternative assessment methods provided both problems and opportunities in implementation. Concurrently, staff efforts to understand and manage the impact of dyslexia in higher education studies was highly appreciated in terms of developing self-efficacy and confidence in students’ abilities.
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Reviews
By Jane RitchieAbstractDesign Thinking for Visual Communication, Gavin Ambrose and Paul Harris (2015) 2nd ed. London: Bloomsbury, 192 pp., ISBN: 9781472572714, p/bk, £23.99
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Volumes & issues
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Volume 22 (2023)
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Volume 21 (2022)
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Volume 20 (2021)
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Volume 19 (2020)
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Volume 18 (2019)
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Volume 17 (2018)
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Volume 16 (2017)
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Volume 15 (2016)
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Volume 14 (2015)
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Volume 13 (2014)
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Volume 12 (2013)
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Volume 11 (2012)
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Volume 10 (2012)
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Volume 9 (2010)
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Volume 8 (2009)
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Volume 7 (2008 - 2009)
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Volume 6 (2007 - 2008)
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Volume 5 (2006 - 2007)
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Volume 4 (2005)
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Volume 3 (2004)
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Volume 2 (2003 - 2004)
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Volume 1 (2002 - 2003)