TRANSFORMATIVE LEARNING IN SCULPTURE CLASS: EXPLORING NEW IDENTITIES AS ARTISTS, APPROACHES TO ARTMAKING, AND UNDERSTANDINGS OF ART

https://academiccommons.columbia.edu/doi/10.7916/d8-9msf-h184/download

Transformative Learning in Sculpture Class: Exploring New Identities as Artists, Approaches to Artmaking, and Understanding of Art

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The impact of technology and collaborative learning spaces on learning design and teaching practice in the Faculty of Design and Creative Technologies

The significance of creative ecologies and acknowledging existing creative partnership research is an expanding field of interest both in Australia and the United Kingdom. This chapter reflects on a contemporary range of creative engagement practices, creative partnerships and emergent ecologies as new ways of working in the cultural sphere. Propositions that signal purposive change have been articulated, rather than perpetuating assumptions about how creativity has been used to describe all processes of change as innovation, for example. Evidence and considerations for recalibration that respond iteratively and interstitially to complex ecological phenomena are articulated. The chapter presents a brief summation of the major contributions of this volume, and directions forward for the field of creativity research in current policy contexts.

Creative Industry Encounters: Digital Ecologies in Art, Design and Media

This research paper focuses on the quality of engagement of Preservice Art and Design Educators (PADE) with knowledge and transformative learning in tertiary art and design curriculum and field-based experience. The research scaffolds participant knowledge as an oral narrative from research interview data supported by a strong practical focus on learning from experiences gained in the field. This research project aimed to come to an understanding of how the specific potential of professional industry experience in the final year worked to generate teacher case-based knowledge. Case studies were selected as an appropriate methodology to report on research interview data conducted with graduates given their recent experience with changing variables of being, firstly, a student and subsequent engagement with a profession. The case selected for analysis explored the teaching and learning practices undertaken during a professional experience semester-long internship in a western Sydney school. Through a close study and evaluation of a pre-service art and design teacher's experience of teaching a Stage 5 Visual Arts unit of work, the discussion reveals assumptions and perceptions about learning. This kind of evaluative and reflective practice-led research has the capacity to deepen understanding of personal teaching practices and inform tertiary teacher education. The importance of teachers' case-based wisdom of practice and interconnectedness of learning within localised, specialist contexts in visual arts is highlighted as a marker of quality engagement with knowledge. Ecology is applied as an organising construct for the research, emphasising a personal approach to interconnection for planning curriculum projects whilst learning in the domain of art and design. Publishing impact and quality data concerning the transformative potential of art and design education is significant within neo-liberal educational agendas in Australia.

Robyn Bannon

Papers

Transformative learning: Ecologies of practice in art and design education