Graduated scenarios: Modelling critical reflective thinking in creative disciplines
01 Oct 2020-Art, Design and Communication in Higher Education (Intellect)-Vol. 19, Iss: 2, pp 167-183
TL;DR: The authors describe the development and implementation of Jenny Moon's "Graduated scenarios" (2004, 2001, 2009) in the disciplinary context of media production, and argue that this experiment in writing and pedagogy may be perceived as providing "exemplars of standards" but actually models differing depths of thinking, and also opens up discussion about orthodoxies of academic writing.
Abstract: This article describes the development and implementation of Jenny Moon’s ‘Graduated scenarios’ (2004, 2001, 2009) in the disciplinary context of media production. Graduated scenarios have previously been used to model different levels of critical thinking and reflection and have been based on situations and experiences that can be related to by a wide range of people. Our development of them in a specific creative disciplinary context, for use by students within that context, represents an evolution of the process, but we also consider the possible reception of such models in the context of debates around academic literacies and the degree to which they may be seen and used as contributing to an orthodoxy of expression. We acknowledge that this experiment in writing and pedagogy may be perceived as providing ‘exemplars of standards’, but argue that it actually models differing depths of thinking, and also opens up discussion about orthodoxies of academic writing. Our four models of different levels of critical reflective writing are provided as appendices, and may be used or adapted as necessary. The production of such graduated accounts is ‘effortful work’, but the process can help us (academics) to better understand our own, as well as facilitating learners’, concepts of depth and ‘good practice’.
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TL;DR: In this article, the authors examined the research during the period 1917-2020 on the development of emotional creativity in art education and identified five lines of research related to visual art education, affective paradigm, metacompetency, expressive arts therapy group and cognitive empathy.
Abstract: The emotions that human beings experience have a key role in the environments in which they operate. In art education, creative processes are influenced by the emotions and experiences lived by the individual, enabling a more emotional and creative design to make life more pleasant. The aim was to examine the research during the period 1917–2020 on the development of emotional creativity in art education. Mathematical and statistical techniques were applied to 984 articles carried from Elsevier’s Scopus database. The findings yielded data on the scientific productivity of the journal, authors, research institutions, and countries/territories that promoted this field. The data showed an exponential trend, mostly in the last decade. Five lines of research stand out: emotion, higher education, education, art, and leadership. Moreover, five future research directions related to visual art education, affective paradigm, metacompetency, expressive arts therapy group, and cognitive empathy were detected. This study establishes the link between psychology, neuroscience, and artistic education to constitute the decision-making of the promoters of this topic of research. The analysis of international research allowed us to focus the future publications of academics and researchers, in addition to guaranteeing an adequate approach to the objectives of the institutions and funding centers.
3 citations
TL;DR: In this paper , the authors present a collection of photo novellas written by students at the Studio of Advertising Photography at Tomas Bata University in Zlin during the Corona crisis in the Czech Republic.
Abstract: Life for the population in the Czech Republic came to a standstill in spring 2020 due to measures enacted in relation to the Coronavirus epidemic: a travel ban and closed borders, the cancellation of physical lessons at all types of school, the closure of stores except those securing basic necessities, radical restrictions to free movement of people. This unprecedented situation became the inspiration for creative work by students at the Studio of Advertising Photography at Tomas Bata University in Zlin. Since joint work in the studio was not possible, the students were given their assignments as part of the Digital Photography classes in the form of a document reflecting the social situation during the Corona crisis. Selected visual narratives, or photo novellas, are a methodical component of arts-based research, meaning the use of art artefacts and imagination for a more complete knowledge of this mode of social reality. Verbal commentary complements the images’ topic by interpreting the main themes of the selected photographic images: Easter festivities without religious services, sewing facemasks and covering faces, newly discovered meanings of borders and emptiness, the social role of meals in family life. The Coronavirus crisis has revealed the hidden opportunities of a new way to see and discover again how to evaluate our everyday life, something which in the haste of each ordinary day can become subconscious routine.
Received: 30 August 2021Accepted: 20 April 2022
1 citations
TL;DR: In this article , the authors defined the nature of poly-artistic competence in specialists of art and pedagogical direction specialists and defined the methodical conditions of its formation, 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.
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.
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TL;DR: Academic literacies research has developed over the past 20 years as a significant field of study that draws on a number of disciplinary fields and subfields such as applied linguistics and sociolinguistics, anthropology, sociocultural theories of learning, new literacy studies and discourse studies.
Abstract: Academic literacies research has developed over the past 20 years as a significant field of study that draws on a number of disciplinary fields and subfields such as applied linguistics and sociolinguistics, anthropology, sociocultural theories of learning, new literacy studies and discourse studies. Whilst there is fluidity and even confusion surrounding the use of the term ‘academic literacies’, we argue in this paper that it is a field of enquiry with a specific epistemological and ideological stance towards the study of academic communication and particularly, to date, writing. To define this field we situate the emergence of academic literacies research within a specific historical moment in higher education and offer an overview of the questions that the research has set out to explore. We consider debates surrounding the uses of the singular or plural forms, academic literacy/ies, and, given its position at the juncture of research/theory building and application, we acknowledge the need for strategic as well as epistemological and ideological understandings of its uses. We conclude by summarising the methodological and theoretical orientations that have developed as ‘academic literacies’, conceptualised as a field of inquiry, has expanded, and we point to areas that merit further theoretical consideration and empirical research.
574 citations