|
Showing 1 - 4 of
4 matches in All Departments
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.
This book explores, through eight chapters, how design thinking
vocabulary can be interpreted and employed in educational contexts.
The theoretical foundations of design thinking and design in
education are first examined by means of a literature review. This
is then followed by chapters that characterize design thinking
among children, pre-service teachers and in-service teachers using
research data collected from the authors' design-driven coursework
and projects. The book also examines issues associated with methods
for fostering and assessing design thinking. In the final chapter,
it discusses future directions for the incorporation of design
thinking into educational settings. Intended for teachers, teacher
educators and university instructors, this book aims to provide
them with the theoretical foundations needed to grasp design
thinking, and to provide examples of how design thinking can be
interpreted and evaluated. The materials covered will help these
groups of professionals to consider how design thinking can be
integrated into their own teaching and learning contexts. The book
will also promote a discourse between educational researchers on
the theoretical development of design thinking in educational
settings.
This book explores, through eight chapters, how design thinking
vocabulary can be interpreted and employed in educational contexts.
The theoretical foundations of design thinking and design in
education are first examined by means of a literature review. This
is then followed by chapters that characterize design thinking
among children, pre-service teachers and in-service teachers using
research data collected from the authors' design-driven coursework
and projects. The book also examines issues associated with methods
for fostering and assessing design thinking. In the final chapter,
it discusses future directions for the incorporation of design
thinking into educational settings. Intended for teachers, teacher
educators and university instructors, this book aims to provide
them with the theoretical foundations needed to grasp design
thinking, and to provide examples of how design thinking can be
interpreted and evaluated. The materials covered will help these
groups of professionals to consider how design thinking can be
integrated into their own teaching and learning contexts. The book
will also promote a discourse between educational researchers on
the theoretical development of design thinking in educational
settings.
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.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|