Post-it Culture: Post-modernism and Art and Design Education

This paper examines the phenomenon of Post-modernism and its growing relationship to art and design education and its limitations in that context. It examines how and why an authentic architectural style developed into a late twentieth century philosophy, was exploited by visual artists, and was then applied to art and design education. The paper looks at a range of issues and concepts coterminous with the growth of post-modern thought, particularly the idea of post-historicism. In that sense it posits Post-modernism as one narrative amongst a number. The language of Post-modernism is also explored, as is the idea of a ‘post-medium age’. It is then suggested, using the argument of Post-modernism itself, that art and design education for the next millennium depends upon the recognition of the need for a range of new narratives.     

单独科目的美术教育活动及其设计

单独科目的美术教育活动,其活动目标的制订和内容的选择多以幼儿美术领域的学习和发展为考量,并较多考虑美术学科本身的内在逻辑和要求,活动组织的结构化程度较高.在幼儿园课程与教学改革的大背景下,单独科目的美术教育活动的目标制订和内容选择应充分考虑幼儿的兴趣和需要,活动设计可采取一些“变式”,活动过程中应关注幼儿的感知与体验,多为幼儿提供自由探索和发现的机会,活动可作适当的延伸或拓展.     

Positively Different: Art and Design in Special Education

This article explores issues of ‘difference’ in terms of identity for disabled pupils, including those with special educational needs in the context of art and design education. By focusing on body image and fashion, positive and negative views of those with a different identity, in relation to inclusion and visibility, in society and formal schooling are addressed. Inclusive values for those in a special school are identified and promoted with reference to a particular project in art and design.     

美术教育与艺术设计教育办学模式及其差异性

美术教育与艺术设计教育从根本来说是不同性质类别的教育形式。从较普遍的角度分析,现阶段我国高等院校美术教育与艺术设计教育,存在着观念理解与办学模式差异化的现象。当前在艺术院校体制改革和学科建设中应阐述清楚这两种教育在学科中的教学内容与意义、学生培养与目标、教学课程与设置、教学模式与方法等方面的差异性。从根源上理解这两种教育的性质分为"造型"活动和"造物"活动,从而揭示了造型表现与造物应用在当今我国高等艺术院校教学过程中所表现出的差异与基本特征。澄清这方面问题有利于美术教育与艺术设计教育的改进与发展。     

艺术设计教育的创新思考

阐述了创新在艺术设计教育中的重要意义,在分析现状的基础上揭示了教育创新的内涵,针对艺术设计教育的观念、教学内容、教育形式、教学方法与手段等方面的创新提出了自己的观点与思路,对艺术设计教育在数字化时代的未来发展提出了需要解决的重要问题。     

Interior Design Supports Art Education: A Case Study

Interior design, as a field of study, is a rapidly growing area of interest — particularly for teenagers in the United States. Part of this interest stems from the proliferation of design‐related reality shows available through television media. Some art educators and curriculum specialists in the nation perceive the study of interior spaces as a ‘practical application’ of the arts. This article discusses an experiential design problem, originally used in higher education interior design studio courses that was modified and shared with students in third grade to address national academic standards. Later, this same project was modified for use with high school students in the educator's community and with international design students in South Korea. Lastly, the project was presented in a workshop to art education students at a higher education institution. The project was modified to address (1) the age group level and (2) a topic relevant to the audience. Goals of the design project were: (1) to explore creative problem‐solving, (2) to explore the application of design elements and principles, and (3) to increase student understanding of spatial relationships within an interior environment. Findings indicate that the project supported several visual art standards, including perception and community. This project may be of interest to current and future art educators and others interested in the potential of interior design content supporting art education.     

艺术设计教育可持续性发展模式探索

高等艺术设计教育是我国高等教育的重要组成部分,近几年艺术设计教育呈现出前所未有的发展势头。要构建高等院校艺术设计教育可持续发展模式,突显艺术设计教育的功能和特色,为社会培养出急需的新型应用人才。     

ARTEMIS: Reinvigorating History and Theory in Art and Design Education

ARTEMIS (Art Educational Multiplayer Interactive Space) is an online multi‐user virtual environment that is designed around the objects, artefacts, philosophies, personalities and critical discourses of the histories and theories of art and design. Conceived as a means of reinvigorating art history and theory education in the digital age, ARTEMIS addresses the specific teaching and learning needs of a new generation of art and design students in higher education. This article is a case study that addresses the second phase of the testing and design development of ARTEMIS. It builds on the findings of the initial phase, which involved the development of the ‘proof of concept’ for an online virtual world and game designed for undergraduate students in the Faculty of Art and Design at Monash University in Melbourne, Australia. Drawing on a test trial and student response survey, this article assesses whether virtual environments like ARTEMIS can generate new life in art and design history, augment the teaching and learning mix in art and design higher education, and foster new modes of active engagement amongst students.