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- Volume 22, Issue 1, 2023
Art, Design & Communication in Higher Education - Volume 22, Issue 1, 2023
Volume 22, Issue 1, 2023
- Editorial
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Identity and empathy: Pushing boundaries and transgressing barriers
More LessContributions in this issue describe ways in which educators push the boundaries of art and design pedagogy, especially through identity development and empathy, to centre student voice and dismantle oppressive institutional structures.
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- Articles
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The relation between brain-learning physiology and conceptualization methods in the design process of architecture students1
Authors: Amir Saeid M. Mahmoodi and Mahyar BastaniThe importance of the design process in architecture is one of the most popular subjects for the researchers in this field. By reviewing the literature on the subject of design methods in architecture, the authors suggested a model of four types of conceptual design: analogical, typological, pragmatic and theoretical. Also, based on the previous studies of brain dominancy, individuals can be divided into four main groups. In order to find the relation between brain dominancy of architecture students and their preferred conceptualization methods in design, over 350 students of architecture participated in this research in Iran. Using Ned Herrmann’s brain physiology model, the findings concluded that the participants who use their A quadrant of brain prefer pragmatic and theoretical approaches. The preference of participants with B and C quarter-brain dominance is respectively typological and theoretical methods. Participants who use their D quadrant of brain prefer analogical and theoretical methods.
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Material-led creative processes in the context of design education
Authors: Tarja-Kaarina Laamanen, Maarit Mäkelä and Pirita Seitamaa-HakkarainenThis article discusses research from the Design Experimentation and Exploration (DEE) course in the higher education context. The DEE course was designed to support MA design students’ understanding of their creativity in an explorative course. The data were drawn from the students’ weekly and final reflections, as well as from the notes by one of the researchers. We were interested in how material-led processes developed through repeated material explorations and experimentation during the DEE course. We found that, in this context, the material process was related to identity building, overcoming challenges in idea development, and conceptual inquiry. The results highlight how materials and making can intertwine with personal goals. They thus provide an example for educators in other contexts to support students in bravely following uncertain processes, letting go, and experimenting freely.
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A photo-elicitation as an arts-based method for exploring the experiences of LGBTQ+ students in higher education in Ireland
More LessThe lack of research on the experiences of LGBTQ+ students in Ireland’s higher education (HE) sector prompted this study, which aims to address the deficit. Semi-structured interviews were employed in tandem with photo-elicitation to gain a deeper and more personal capture of individual experiences. This article explores a number of questions relating to the Irish LGBTQ+ student experience in HE: what can photo-elicitation tell us about the experiences of LGBTQ+ students in terms of campus climate? How did photo-elicitation assist in exploring aspects of the LGBTQ+ student experience which were not part of the interview guide? LGBTQ+ students found an unconditional trusting love from their pets especially during stressful times, where they could disclose anything to them knowing they would not share this. This study provides an insight into the lives of newly ‘out’ LGBTQ+ students, caused due to a heteronormative secondary school which suppressed and denied LGBTQ+ identities. The absence of LGBTQ+ identities from the institutional memory further enforces the heteronormativity present in HE institutes and universities which often fail to record their experiences. Symbolism in the form of rainbow flags were cited as being significant to most LGBTQ+ students given the rejection of previous educational context and participants gave effusive portrayals on the importance of the rainbow flag on campus. The study highlighted how HE institutes can better support, understand and create an awareness of the challenges that many LGBTQ+ students face. I argue that employing an arts-based research model facilitated a deeper more nuanced understanding of the LGBTQ+ student experiences.
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Inspired: Exploring creative pedagogies at the early stage of the fashion design process
By Lavinia BanThe article introduces the fashion process as a relevant topic for the current research in the field, stating the need for further explorations and academic investigation. Recent studies provide detailed guidelines about the fashion design process understood as a linear sequence of stages evolving from the initial sources of inspiration through fabrics research, sketching, pattern-making and garment construction techniques to end products and collection delivery. Very few studies investigate how, when or where innovative ideas emerge along this process. Although acknowledged as part of real-life practice, the intuitive/unstructured/experimental part of creation is hardly grasped within a linear framework. Besides the systematic approach to the design process, fashion students also need to learn how to think creatively and navigate successfully between the multiple phases of the development. How to experiment, reflect, adapt, solve problems, select, improve and enrich their processes. The studio exercises illustrated in the last part of this article propose an integration of design thinking methods into creative pedagogies for fashion design. Challenges, play and other experimental activities engage students better at the early stage of the process, feed their imagination and are instrumental in developing their personal creative approach to fashion.
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The dynamics of practice and their relevance for the development of an open studio culture in design education
More LessThis article presents a reflection on a common strategy for the education of designers – the studio – in relation to the dynamic evolution of design practice. This reflection is based on ethnographic observations of service designers as they engaged with clients from the public policy sector. These observations provoked a critical questioning of the way that design education is realized through the simulation of practice in studio settings and the ability to respond to the dynamic evolution of designers’ practice when faced with novel challenges. The article concludes with a suggestion for moving from an understanding of studio pedagogy as a predominantly spatial setting towards that of the studio as an open organizational form that might be capable of more appropriately integrating the socially distributed and boundary-crossing character of modern design practice.
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Student and lecturer perceptions of the one-to-one tutorial in undergraduate fine art
By Mark WilsherHistorically, the individual tutorial has been seen as an opportunity to focus on the student and the student’s particular needs. The aim of this study was to discover more about both student and staff perceptions of the one-to-one within an undergraduate fine art course. Ten online tutorials were observed over a five-month period and twenty follow-up interviews undertaken with students and lecturers, using a structured set of questions. There was broad agreement that good communication and dialogue were at the root of a successful experience, with students particularly valuing the strength of their relationship to their tutor. In addition, the opportunity to talk to a practising artist could have a validating effect on the student and help to bring them into the community of fine art practice. This supports existing research which has stressed the importance of empowerment and legitimation in the process of forming an identity as an artist.
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Mapping three dimensions of empathy in design education: Educational interventions, aspects and contexts
Authors: Pelin Efilti and Koray GelmezThe complex and multi-layered phenomenon of empathy has its roots in design research and design practice, and so has indirect and dispersed connections to design education. Moreover, the ill-defined nature of design increases the complexity level while handling empathy in design education. Based on the scoping literature review, this study maps empathy in design education within three dimensions: the educational interventions, the aspects and the contexts of empathy. Qualitative content analysis is conducted to establish the categories representing the dimensions of empathy in design education. Through this integrative framework based on these three dimensions, the dispersed connections of empathy with design education are systematically examined and research gaps for future studies are discussed.
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- Book Reviews
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Introduction to Design Education: Theory, Research, and Practical Applications for Educators, Steven Faerm (2023)
More LessReview of: Introduction to Design Education: Theory, Research, and Practical Applications for Educators, Steven Faerm (2023)
New York: Routledge, 301 pp.,
ISBN 978-0-36750-230-0, h/bk, $39.95
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Access and Widening Participation in Arts Higher Education: Practice and Research, Samantha Broadhead (ed.) (2022)
More LessReview of: Access and Widening Participation in Arts Higher Education: Practice and Research, Samantha Broadhead (ed.) (2022)
Cham: Palgrave Macmillan, 263 pp.,
ISBN 978-3-03097-449-7, h/bk, £109.99
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- Poem
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Volumes & issues
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Volume 23 (2024)
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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)