艺术设计, 本领域期刊类期刊, -365足球

in elementary schools, art education is considered to be a fundamental component of the curriculum. it has become increasingly important in the modern world to tackle the issue of enhancing the effectiveness of art education, for which the intersection of art and information technology has been viewed as one of the most promising ways. in this paper, we use the project‐based steam learning methodology

the relationship between interior space and self is particularly intricate and encompasses a perspective that extends beyond the physical. in interior design education, conveying this concept, which can be defined as interiority, can enable students to examine the design of a space from a new perspective; and a house design can provide a suitable start for the development of this perception. although

in recent years, the term ‘transdisciplinarity’ has been widely applied to collaborative design approaches ranging from inter‐ to multi‐disciplinary co‐production. while each of these approaches have their place, many of them are labeled, tokenistically, as transdisciplinary. a transdisciplinary model of collaboration, as defined by toomey et al. (2015) extends beyond academic boundaries to engage

this paper explores the use of escape room pedagogy as an innovative approach to teaching design methods such as design thinking in creative education. it compares various models and frameworks from the fields of design thinking, learning design and escape room design and identifies six common characteristics. it argues that escape rooms can provide an engaging, immersive and authentic learning experience

vision is vital for daily activities, aiding the interpretation of graphics. visual impairments poses unique challenges to knowledge acquisition from visual data. empowering students with visual impairments through diverse auxiliary assistive resources is essential for their educational and professional growth. in a study involving nine students with visual impairments, a novel approach combined 3d‐printed

the influence of the bauhaus art, design, and architecture school is still relevant a century after it was closed down. although its theory of learning is somewhat elusive there is significant agreement that the school continues to inspire domestic and commercial design, as well as stimulating interdisciplinary learning in institutions across a variety of national contexts. the longstanding influence

creativity is regarded as one of the competencies of 21st‐century education and industry, and its enactment has been challenging for teachers and policymakers. this paper is an autoethnographic study that registers the accounts of the experiences and personal reflections of the lead researcher during his doctoral study, which explored creativity and creative pedagogies in visual arts practice in secondary

environmental concerns have emerged as a significant factor affecting the survival and advancement of humans in light of the serious ecological crisis the planet is currently experiencing. current design approaches are gradually altering to meet this challenge, and more eco‐friendly, green and creative designs are being used to address important challenges including resource scarcity, ecological decline

this article is an evaluative research study, mapping the outcomes of the art and citizenship project dealing with the real stuff, in which students developed the competences of critical thinking and creative resistance. during this project, dutch students at a school for compulsory education, aged 15–16 years, studied activist art, participated in workshops led by activist artists, and performed an

integrating design for sustainability (dfs) strategies into innovation is challenging and presents a complex learning curve. tools like the cambridge sustainable design strategy cards and the sustainability centred ideation toolkit are designed to guide the ideation process. these tools aim to improve and guide product development towards environmentally responsible solutions. despite the attempt at

this study systematically examines activist art practices carried out between 2005 and 2023 within critical media theory and visual culture theory frameworks. based on 58 articles, the research aims to analyse these practices' characteristic features and thematic focuses. the findings reveal that qualitative methods, particularly those based on content and discourse analysis, are predominantly employed;

a/r/tography as a methodology of art education research emphasizes the significance of artful engagement with our subjectivity as sites of living inquiry. while the technologization of society creates increased demand for the datafication of education, a/r/tography seeks understanding with the potentiality of difference. a/r/tography as a co‐creative practice retextures analysis from a reductive tool

internet of things (iot) technology has become an integral part of our daily lives, yet its potential for emotional engagement and narrative qualities remains largely unexplored. objects in films often serve as ‘macguffins’ (elements that may seem unimportant but spark curiosity, drive the plot, and motivate characters), creating suspense and anticipation. this research infuses narrative elements into

this paper proposes the concept of ‘performative wear’ as a means to challenge the designer‐centric narratives of fashion education and to reclaim the unacknowledged creativity arising from the materiality of clothing and the performativity of the body. through walter benjamin's concept of the aura, the article explores how the dependence of the fashion industry on the mass production of clothing paradoxically

the design of everyday objects and artefacts, tools and technologies can prove particularly challenging for design. their very pervasiveness, ease of application and seeming simplicity can mask the complex array of human practice, knowledge and skills that enables their use posing serious implications for critical design research and practice. in this paper, we discuss an undergraduate programme: the

my research aims to investigate structures built from the intertwined relationships between education policy, its underlying neoliberal agendas and prevalent filipino family values, and how these affect the way art is taught in the philippine basic education system. through my positions as artist and educator seeking ways to address my criticisms of the treatment of art education in my country, i explore

design practice is shifting towards transdisciplinary, collaborative and problem‐based approaches in response to complex challenges of a changing world including societal issues and the climate crisis. however, the nature of emerging roles for designers aiming to contribute to sustainability transitions, and the capabilities that empower designers to act in these roles, remains uncertain. this research