Designing Your Writing/Writing Your Design: Art and Design Students Talk about the Process of Writing and the Process of Design

Autor/inn/en	Orr, Susan; Blythmann, Margo; Mullin, Joan
Titel	Designing Your Writing/Writing Your Design: Art and Design Students Talk about the Process of Writing and the Process of Design
Quelle	In: Across the Disciplines, 3 (2006) PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-8244
Schlagwörter	Forschungsbericht; Writing Across the Curriculum; Art Education; Design; Teaching Methods; Correlation; Foreign Countries; Student Attitudes; Role; Peer Relationship; Cross Cultural Studies; Feedback (Response); Audiences; Time Perspective; College Students; United Kingdom; United States + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Ausland; Schülerverhalten; Rollen; Peer-Beziehungen; Cultural comparison; Kulturvergleich; Spectator; Zuschauer; Zeitbezug; Collegestudent; Großbritannien; USA
Abstract	How to write, and the relationship between images and writing, has been changing within the academy. Some indication of this can be seen in the new composition texts that emphasize reading visuals or teaching students in our largely visual culture (e.g. Faigley, George, Selfe, & Palchik , 2004; Alfano & O'Brien, 2005; Ruszkiewicz, Anderson, & Friend, 2006). However, little account has been taken of students' perceptions of the visual and the written. In order to determine whether such perceptions might alter our understandings of the relationship between the image and the word, as well as revise our pedagogy, we conducted joint research with art and design students in the UK and US. We address here four of the areas of interest that emerged from our data: students' personal relationship with writing/art and design, the role of peers and audience, engagement with process, and conceptions of time. The research supported some common assumptions about teaching writing to students with visual preferences, and challenged others. As a result of these student voices, we offer some reflections that reinforce current pedagogies and suggest changes of our classroom methods. (As Provided).
Anmerkungen	WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01