Ellen Sims and Alison Shreeve:
Signature Pedagogies in Art and Design
In Exploring More Signature Pedagogies edited by Chick et al
I would like to use the following in sessions talking to students about the teaching learning landscape they are existing in.
Teaching reflecting professional world and community of practice
‘Teachers are helping their students to become part of the professional world of artists and designers through using signature pedagogies relevant to the ‘community of practice’ (Wenger 1998).’
‘Teachers find it hard to provide precise answers and direct instructions because the creative process sets out to respond to complex challenges entering unknown territory. The outcome is unique to the person creating the work, and the teacher is trying to bring this creativity forth from the student enabling rather than instructing. Working with uncertainty and unclear outcomes is characteristic of both the professional practice and the learning environment.’
Nature of knowledge, skills and understanding in the arts
Knowing in action (Schon 1983)
Fluid
‘Diverse and sometimes complex skills processes, understanding…all of which involve much more than written facts.’
Disciplinary
Knowing through embodied, sensory and emotional ways (Austerlitz & Aravot, 2002)
Knowing about people, art and design histories and some theories that illuminate practice
‘Such knowledge is often elusive and hard to articulate (Dormer, 1994; Eraut 200) therefore art and design pedagogies have been described as ‘pedagogies of ambiguity’ (Austerlitz et al, 2008)
Features of the landscape
‘The Studio’
‘The Brief’
‘Critique’ and tutorials
‘The Sketchbook’ or whatever format contains your experimentation, development, research
(Page 59)
Also
Experimentation
Development and Problem Solving
Research
(Pages 60-63)