This book reconsiders fundamental questions about visual and embodied practice by developing responses to walking and embodied pedagogy using arts-based research methodologies. Diverse practices of data gathering, observation and collation of the visual and experiential archive are successively linked to experimental pedagogic practice and concepts of mobility to enhance possibilities for knowing. The contribution of this book lies in the recognition of visual and embodied performativity in transforming opportunities for meaning and significance. Collective action and provocations under experimental conditions expand sensibilities towards the social realm extending ecologies and environmental discernment beyond human deliberation. The role and place of ‘material’, affect and embodiment in participatory pedagogies signals new relationships between objects, sites, bodies, events, display, exhibitions, affective research methodologies and learning. The chapters re-imagine sites and situations of learning through concepts of grounded mobilities, mindfulness and living embodiments of practice. Critically reflective practice anticipates the value of local and trans-regional knowledge exchange as well as 21st century global connectivity.
The challenge of globalization and technology and, the flow of students seeking higher education in another country and then employment in a globally connected environment is a difficult one for educators. Work Integrated Learning (WIL) has become quite standard in undergraduate degrees and some strategies for implementing WIL in the curriculum are exampled throughout this book. Authors of Transformative Pedagogies in the Visual Domain employ case studies and engaging curriculum content to reflect on a world with porous borders and, student aspirations for a world of professional work where collaborators, employers, companies and clients are spread nationally and internationally. Technology enables a greater possibility of global work placements, so a layer of broad cultural understanding and sensitivity is becoming more of a priority in educating for global entrepreneurial encounters.
Visual Tools for Developing Cross-Disciplinary Collaboration, Innovation and Entrepreneurship Capacity identifies and documents pedagogical and practice-based visual approaches to scaffolding and developing these capacities in your classes, with your clients or in your teams. Divided into four logically sequenced sections, it will progressively build upon an array of visual tools to aid your practice. Initially starting with collaboration, it expands to include cross-disciplinary collaboration. Building on this foundation you will then explore visual methods for Innovation, followed by Entrepreneurship. The final section provides case studies of fully integrated practice. The perfect companion for an educator, facilitator or practitioner to help students, clients or teams maximize their potential through the use of visual tools. Contributing authors include in international array of leading educators and practitioners from a diverse range of disciplines. Read cover to cover or dip in as you need to.
This book discusses through a variety of disciplinary contexts, the importance of using visuals to actively engaging learners in the virtual learning and f2f environment by presenting educators’ reflections on their teaching and students’ learning from both a theoretical as well as a practical perspective. It discusses recent research into learning styles and emerging technologies, which have moved towards the need for providing in higher education a more innovative, personalised online learning space. Case studies on innovative use of technology are featured with the emphasis on ‘the visual’ as a method of encapsulating the knowledge to be learnt and as the instigator to insight curiosity and creative thinking in the 21st century learner.
This is a book about beauty. It features fourteen people from different walks of life who talk about the impact of their encounters with beauty. Though we talk about beauty all the time, we don’t discuss its effects on our private lives. The media and our consumer culture is fixated on outward beauty, and in response our schools fear that beauty and aesthetic judgment reinforces hierarchies and lead to exclusion. The conversations in this book offer a different perspective, as a waitress, an auto restorer, a ballet teacher, an exotic dancer, a labor organizer, a choir director, and others discuss how it feels to be in the presence of something beautiful: what in life prepared them for these encounters; whether beauty makes them feel part of a community, affects their morality, and can be described as religious or spiritual. These conversations describe a vital part of contemporary life that remains unexplored, until now.
This book reconsiders fundamental questions about relationships between community engagement, art and education within cultural spheres. Transdisciplinary chapters bring together researchers as “insider practitioners” to challenge assumptions and offer new insights about practice, engagement and possibilities for transformation. The chapters reflect both localised projects and international perspectives on ecologies of practice as a key marker of the mobility of ideas as well as social mobility. In the current milieux we ask, is all engagement transformative, educative, sustainable and linked to democratizing principles that address civic agendas? Re-imagining sites/situations of learning, culture and place as “practice encounters” utilises a range of practices relevant for educators and practitioners in the public domain. Conceiving arts-based research as a network, prioritises transitions and becomings to re-conceptualise the significance of relationships within local/global connectivity. Linking professional networks and agencies to adaptive communities, creates an expanded field of real world creative partnerships to enable changing pedagogies.
The Mindful Eye explores the ways in which contemplative approaches can incorporate mindfulness and embodiment practices in visual arts higher education. Currently discussed as a promising complementary vision, contemplative pedagogies are increasingly introduced across a wide range of disciplinary practices in higher education with well-demonstrated positive impacts on students’ academic performance, creativity, stress management, and sense of wellbeing. Significantly, however, ways of knowing and being that privilege attention, stillness, and an awareness of interior states have particular resonances for art and design practitioners, inspiring the development of “mindful ways of seeing” essential for co-creating a more just and sustainable future. The case studies in this book provide a critical guide to incorporating contemplative practices across a range of teaching and learning contexts, from the practice-based studio to the classroom, lecture theater, and field excursion. Covering a range of visual practices, the 13 chapters are grouped into four sections, respectively entitled Moving Images, Embodied Practices, Creative Expressions, and Contemplative Designs.
This book offers a broadly ranging contextual discourse on the forces that are shaping contemporary visual pedagogy in the Asian Region, discussing significant transformative drivers influencing recent shifts in visual art and design practice and education. It surveys a diverse and expansive range of innovative, educational and research initiatives by scholars working across the fields of art, education and design, identifying key socio cultural themes that frame research, their associated theoretical positions and practices. The reader will encounter voices articulating vivid histories through the lens of epoch spanning traditions of visual culture, policy developments influencing and shaping curriculum and evolutions in the cultural industries, and new methodologies for innovative outreach programs. We introduce this small but timely volume by highlighting its importance at a time when the role of education, and in particular, education in the context of creativity has arguably never been more important.
Ingeniously, this book combines new pedagogies with new syllabus: it connects the contemporary emphasis on active learning and the pressing challenge of environmental discourse. To a backdrop of many centuries of studio education—always organic, intuitive and critical—art and design furnish a necessary educational paradigm for how we grapple with teaching the unknown. As the editors Marie Sierra and Kit Wise say, “the very practice of art and design, by virtue of its ability . . . to hold opposing views in tension, provides a platform to engage with environmental issues”. Their intelligent and reflective book Transformative Pedagogies and the Environment: Creative Agency Through Contemporary Art and Design demonstrates the important research activity occurring in studio teaching in Australia, the U.K., and New Zealand, showing how critically engaged and thoughtful pedagogical practice involves students in the key issues of environment. It reveals how inspired studio teaching can engage students with broader issues of community, politics, and empowerment, so they enter their professions with real experience of the agency and catalytic potential of art and design.
—Associate Professor Robert Nelson, Associate Director Student Learning Experience, Monash University Office of Learning and Teaching