Karolien Perold-Bull

Bio: Karolien Perold-Bull is an academic researcher. The author has contributed to research in topics: Higher education. The author has an hindex of 1, co-authored 1 publications receiving 2 citations.

Becoming designer/researcher/teacher: Working towards decolonization of/through design in South African higher education

Abstract: This article provides a new materialist perspective on design education within the context of decolonization in a South African higher education institution. It reflects on a specific case of design/research/teaching that transpired within the context of the Visual Communication Design curriculum at Stellenbosch University. A post-qualitative approach was followed; i.e. the researcher actively worked at resisting pre-conceived hierarchies and differences not just in thinking about the research, but also in its doing. The research demonstrated that decolonization requires relentless processes of collaborative resistance and that active commitment to new materialist praxis can positively contribute to individuals becoming more attuned to recognizing moments of transformation within their situated present. It was found that integrating creative play with representational media such as text and layout design within the research process facilitated this. The more transformative moments became visible and felt, the more ‘real’ decolonization seemed to become.

Digital Design in Artistic Education: An Overview of Research in the University Setting.

Abstract: Digital design processes in artistic education promote the development of autonomy and self-critical capacities among students. Digital technology has transformed university education and the development of transversal skills. The objective of this study is to analyze research on digital design in art education in the context of higher education during the period 2000–2020. Bibliometric techniques were applied to 1027 articles selected from the Scopus database. The findings yielded data on the scientific productivity of journals, authors, research institutions and countries/territories that promote this topic. The data show an exponential trend, with more insistence in the last three years. Six current schools of knowledge related to art, level, formation, faculty, perception and relationship were detected. This research establishes the link between education, art and technology in the university context, and it is a tool for decision making by promoters of this field of research.

The Nature of and Conditions for Building the Poly-Art Competency in art Teaching Specialties

Abstract: The relevance of the initiated research is determined by a few dominating challenges of modern art and pedagogical education. In particular, these are the interaction between the participants in the educational process, given the spread of the pandemic; insufficient development of ways to form the professional competence in students of art and pedagogical specialties; the inertia of art and pedagogical education and, as a consequence, the slow introduction of innovations in higher education; the insufficient reflection of the principles of poly-arts education in art and pedagogical studies. The nature of poly-arts competence in specialists of art and pedagogical direction specialists has been redefined and adjusted. This competence is interpreted as an integral professional quality of personality. The methodical conditions of its formation have been outlined, embracing the updating of the educational process, use of interactive technologies and methods of personality-oriented learning, the introduction of integration of different levels, etc. Neuropedagogical prerequisites of formation of poly-artistic competence for students of art and pedagogical directions are defined. We have also identified interrelated and complementary aspects of poly-artistic competence (cognitive, reflexive, methodological and procedural), as well as directions of their development. Prospects for further research lie with the development of the methodological formation of poly-artistic competence for students in art and pedagogical specialties and the subsequent testing of its effectiveness in an actual educational process.