Literaturnachweis - Detailanzeige
Autor/inn/en | Chamorro-Koc, Marianella; Kurimasuriyar, Anoma |
---|---|
Titel | Insights from Studio Teaching Practices in a Creative Industries Faculty in Australia |
Quelle | In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 19 (2020) 2, S.172-185 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Chamorro-Koc, Marianella) ORCID (Kurimasuriyar, Anoma) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1474-0222 |
DOI | 10.1177/1474022218802529 |
Schlagwörter | Foreign Countries; Studio Art; Creative Activities; College Instruction; Interdisciplinary Approach; Educational Practices; Australia |
Abstract | Studio teaching is a long standing tradition and a signature pedagogy across a broad range of art and creative disciplines, from arts to architecture and design. However, the practice of studio teaching varies across disciplines and practitioners. Do these variances indicate different signature pedagogies in the creative disciplines? An exploratory study was conducted to examine how studio teaching is practised at a Faculty of Creative Industries in Australia, and whether those studio practices suggest distinctive signature pedagogies and creative transfer. In this article, we describe the study and offer insights into studio teaching practices in the creative industries disciplines. We argue that nuances and differences among studio practices in creative industries reveal different signature pedagogies. Our findings offer a unique lens on current approaches to creative disciplines education, where interdisciplinary and transdisciplinary approaches to teaching are encouraged in order to support and prepare a highly educated and flexible future workforce. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |