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| Author | : Linda Drew |
| Publisher | : |
| Total Pages | : 209 |
| Release | : 2008 |
| Genre | : Art |
| ISBN | : 9780954711177 |
| Author | : Susan Orr |
| Publisher | : Routledge |
| Total Pages | : 267 |
| Release | : 2017-08-07 |
| Genre | : Education |
| ISBN | : 1315415119 |
Art and Design Pedagogy in Higher Education provides a contemporary volume that offers a scholarly perspective on tertiary level art and design education. Providing a theoretical lens to examine studio education, the authors suggest a student-centred model of curriculum that supports the development of creativity. The text offers readers analytical frameworks with which to challenge assumptions about the art and design curriculum in higher education. In this volume, Orr and Shreeve critically interrogate the landscape of art and design higher education, offering illuminating viewpoints on pedagogy and assessment. New scholarship is introduced in three key areas: curriculum: the nature and purpose of the creative curriculum and the concept of a ‘sticky curriculum’ that is actively shaped by lecturers, technicians and students; ambiguity, which the authors claim is at the heart of a creative education; value, asking what and whose ideas, practices and approaches are given value and create value within the curriculum. These insights from the perspective of a creative university subject area also offer new ways of viewing other disciplines, and provide a response to a growing educational interest in cross-curricular creativity. This book offers a coherent theory of art and design teaching and learning that will be of great interest to those working in and studying higher education practice and policy, as well as academics and researchers interested in creative education.
| Author | : Jeffrey T. Grabill |
| Publisher | : JHU Press |
| Total Pages | : 125 |
| Release | : 2022-03-01 |
| Genre | : Education |
| ISBN | : 1421443228 |
It's time to design the next iteration of higher education. There is no question that higher education faces significant challenges. Most of today's universities aren't prepared to tackle issues like demographic change, the continued defunding of public education, cost pressures, and the opportunities and challenges of educational technologies. Then, of course, there is the shock of the COVID-19 pandemic, which will reverberate for years and may very well usher higher education into an era of significant structural change. Some critics argue that a premium should be placed on change functions—that is to say, on creativity, innovation, organizational learning, and change management. Yet few institutions of higher education have functions focused on thoughtful, iterative problem-solving and opportunity identification. The authors of Design for Change in Higher Education argue that we must imagine and actively make our way to new institutional forms. They assert that design—a practical art that is conceptually rich and visible in its concreteness—must become a core internal competency of the university. They propose one grounded in the practical experiences of a specific educational design organization: Michigan State University's Hub for Innovation in Learning and Technology, which all three authors have helped to run. The Hub was created to address issues of participation, impact, and scale in moving learning innovations from the individual to the collective and from the classroom to the institution. Framing each chapter around a case study of design practice in higher education, the book uses that case study as the foundation on which to build design theory for higher education. It is complemented by an online playbook featuring tactics that can be used and adapted by others interested in facilitating their own design work. Touching on learning experience design (LXD) as an increasingly critical practice, the authors also develop a constructivist view of designing conversations. A playbook that grounds theory in practice, Design for Change in Higher Education is aimed at faculty, staff, and students engaged in the important work of imagining new forms of education.
| Author | : Nicholas Addison |
| Publisher | : Routledge |
| Total Pages | : 367 |
| Release | : 2014-10-24 |
| Genre | : Education |
| ISBN | : 1317613422 |
Learning to Teach Art and Design in the Secondary School is established as the key text for all those preparing to become art and design teachers in the secondary school. It explores a range of approaches to teaching and learning and provides a conceptual and practical framework for understanding the diverse nature of art and design in the secondary school curriculum. Written by experts in the field, it aims to inform and inspire, to challenge orthodoxies and encourage a freshness of vision. It provides support and guidance for learning and teaching in art and design, suggesting strategies to motivate and engage pupils in making, discussing and evaluating visual and material culture. The third edition has been comprehensively updated and re-structured in light of the latest theory, research and policy in the field and includes new chapters surveying assessment and examinations, and exploring identity and diversity in art and design. Essential topics include: Ways of learning in art and design Planning for teaching and learning Critical studies and methods for investigating art and design Inclusion Assessment Issues in craft and design education Drawing & sculpture Your own continuing professional development. Including suggestions for further reading and a range of tasks designed to encourage you to reflect critically on your practice, Learning to Teach Art and Design in the Secondary School addresses issues for student teachers and mentors on all initial teacher education courses in Art and Design. It will also be of relevance and value to teachers in school with designated responsibility for supervision.
| Author | : Peck, Adam |
| Publisher | : IGI Global |
| Total Pages | : 348 |
| Release | : 2021-06-25 |
| Genre | : Education |
| ISBN | : 1799877701 |
In the field of student affairs, many are rethinking the value of a wide variety of traditional aspects associated with the student experience. Recent commentary has questioned whether students should attend college that has an all-inclusive tuition, focused primarily upon academic and support services. Given the need for changes the COVID-19 pandemic has created, it is imperative to question whether this kind of academic package is ideal for the future of higher education. As issues surrounding the traditional aspects of the student experience continue to develop, research has begun to focus on how student learning and awareness can be improved, specifically within the principles of design thinking. Applying Design Thinking to the Measurement of Experiential Learning is a forward-thinking and innovative look at assessment and design conditions that promote student learning. It proposes new models for education, conditions for student learning, and student learning assessment using design thinking and experiential learning. These topics include adjustments to curriculum, integrated learning environments, student success and student affairs, campus-wide design thinking, and testing assessments. This book is valuable for senior leaders in the field of student affairs, student affairs assessment professionals and faculty teaching in higher education programs, practitioners, researchers, academicians, and students interested in how the principles of design thinking can be applied to higher education.
| Author | : National Academies of Sciences, Engineering, and Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 283 |
| Release | : 2018-06-21 |
| Genre | : Education |
| ISBN | : 0309470641 |
In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.
| Author | : Joyce Hwee Ling Koh |
| Publisher | : Springer Nature |
| Total Pages | : 209 |
| Release | : 2021-12-02 |
| Genre | : Education |
| ISBN | : 9811649030 |
This book is an inquiry about the possibilities of using technology to support the education of artists within higher education contexts. Even though technology-enhanced learning and teaching may seem incongruent with the long-established studio-based cultures of making and performing, it is increasingly becoming a pivotal point to connect artistes to potential audience and markets. Amidst the COVID-19 pandemic, technology is also the crucial linchpin for educational continuity of student artists. This book explores how technology could enhance the education of artists and designers as they continue to create, make, and add value to life and society through their artistry. It draws upon the experiences of the Nanyang Academy of Fine Arts (NAFA), a pioneering arts institution in Singapore with over 80 years of institutional history. Through 9 vignettes, this book illustrates technology-enhanced pedagogical practices that have been implemented in different artistic learning spaces including classroom, studio, and stage as well as institutional support strategies. With a naturalistic stance, these chapters seek to illuminate realistic pictures of teaching and learning that are being uncovered by artist educators as they sought to integrate technology within teaching practices using available technologies and within the classes that they are teaching. It is hoped that this book will stimulate conversation among artist educators about possible pedagogical models, as well as inform higher arts institutions about the contextual strategies needed to support the creation of technology-enhanced pedagogical practices.
| Author | : Mitch Goldstein |
| Publisher | : Chronicle Pa Press |
| Total Pages | : 0 |
| Release | : 2023-03-07 |
| Genre | : |
| ISBN | : 9781797222295 |
Designer, artist, and educator Mitch Goldstein's experience as student and teacher gives guidance and inspiration to help students get the most out of design school. Life as a design student is filled with questions. Rochester Institute of Technology Associate Professor of Design Mitch Goldstein has many answers, shared in clear, clever, and sage advice that is helpful for students at any level of their education, as well as anyone thinking about attending design school and wondering what it's really all about. For design students and art professionals, Goldstein is a brilliant resource for real-world thoughts about design school and creative practice. Drawing on 16 years of teaching design and his popular "Dear Design Student" Twitter project, Goldstein explores all aspects of how to get the most out of the school experience, and beyond as a creative professional. Goldstein's insightful essays cover such topics as: Why go to design school What actually happens in your classes during your time at design school What kind of assignments you can expect How critiques work What you're actually expected to do on a daily basis How to translate ideas into paying client projects How to make things that will get you a job And much more From collaboration and critiques to practice and process, this is an inspiring roadmap for design students as well as a valuable guide for design professors to help them understand how to shape curriculum from a student's perspective and better the collaborative experience. INSPIRATION FOR STUDENTS, EDUCATORS & DESIGN PROFESSIONALS: Written for students interested in design school, this book shares a wealth of information for design educators as well, encouraging a more fluid dialogue between the two groups. VOICE OF AUTHORITY ON DESIGN EDUCATION: Mitch Goldstein is a designer, artist, and Associate Professor at the Rochester Institute of Technology. He's written about design education for over ten years and has an enthusiastic social media following. Goldstein's recent Twitter project called "Dear Design Student" serves as inspiration for this book. A WINNING GRADUATION GIFT: This is an excellent option for gifting to design students, visual storytellers, and anyone who dreams big. Perfect as a companion gift with such titles as The Artist's Way, Steal Like an Artist, and Big Magic. A CORE RESOURCE FOR DESIGNERS: This book has the potential to be for graphic designers what the popular 101 Things I Learned in Architecture School is for architects. Perfect for: Graduating high school and college seniors interested in design school or creative professions Current design students to help them get the most out of their education An insightful gift or personal resource for design educators Family, friends, and colleagues of design enthusiasts to give for birthday, holiday, graduation, or any special occasion Fans of Austin Kleon, Steven Heller, Debbie Millman, and Julia Cameron
| Author | : Stacey Salazar |
| Publisher | : Teachers College Press |
| Total Pages | : 257 |
| Release | : 2021 |
| Genre | : Art |
| ISBN | : 0807779725 |
This accessible guide will help studio art and design professors meaningfully and effectively transform their curriculum and pedagogy so that it is relevant to today’s learners. Situating contemporary college teaching within a historic art and design continuum, the author provides a practical framework for considering complex interactions within art and design pedagogy. Readers will gain a deeper appreciation of college students and their learning, an understanding of teaching repertoires, and insight into the local and global contexts that impact teaching and learning and how these are interrelated with studio content. Throughout, Salazar expertly weaves research, theory, and helpful advice that instructors can use to enact a mode of teaching that is responsive to their unique environment. The text examines a variety of educational practices, including reflection, critique, exploration, research, student-to-student interaction, online teaching, intercultural learning, and community-engaged curricula. Book Features: A clear introduction to research and theory in college learning and art education.A response to the current shift from studio practice to an investment in teaching practice.Reflective prompts, actions, teaching strategies, and recommended resources.User-friendly templates ready to customize for the reader’s own content.
| Author | : Sheryl E. Burgstahler |
| Publisher | : Harvard Education Press |
| Total Pages | : 369 |
| Release | : 2010-01-01 |
| Genre | : Education |
| ISBN | : 1612500935 |
Universal Design in Higher Education looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. Universal Design in Higher Education is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists.
