Loughborough University Library: Open Journals
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The Space of Drawing
Full text linkIn this essay we engage with Maurice Merleau-Ponty’s claim as it is articulated in his famous last work, ‘Eye and Mind’, that Descartes’ account of space derived from the Renaissance art of perspective. We argue that not only is this account of space an essential element of Cartesian metaphysics, but that it plays a key role in modern philosophy and modern science. In part our aim is to underscore Merleau-Ponty’s recognition of the part that art plays in the genesis of the modern conception of space. However, we also argue that by way of this recognition, Merleau-Ponty seeks to release us from the limitations of this conception of space and the view of the human subject it entails, and return us to the world upon which the acts of drawing and painting draw, namely the ambiguous world of perception replete with creative potential
Children’s Responses to Divergent and Convergent Design Feedback
Full text linkIn this paper, we explore the divergent and convergent nature of design feedback and the various responses to this feedback from a group of 24 young novice designers (primary school children age 9-11) taking part in a co-design project. Earlier research emphasizes that feedback can encourage a designer to take divergent as well as convergent paths during their design process (Cardoso, Eris, Badke-schaub, & Aurisicchio, 2014; Yilmaz & Daly, 2014, 2016). Yet our previous research shows, that feedback given to primary school children while designing does not always spark creative thinking (Schut, Klapwijk, Gielen, Van Doorn, & De Vries, 2019). We presume that the responses we found might have been influenced by the type of feedback that preceded them. Therefore, we have elaborated on the results we’ve previously uncovered with an additional analysis of the same case study. This additional analysis shows that divergent feedback given by peers or a client will not necessarily promote divergent thinking processes, whereas convergent feedback will not necessarily promote convergent thinking. Furthermore, responses indicating resistance towards the feedback given were widespread. However, we believe that feedback from clients and peers can still be a fruitful strategy in learning to be creative and in promoting divergent thinking (DT) and convergent thinking (CT) and end with suggestions on how this might be achieved
Drawing Ideas Society
Full text linkThis article explores the possible relationship between drawing and contemporary art practice in the shift of art into public life. In this shift artists have invented ways of working that situate their work socially, economically and aesthetically in new configurations. How might we rethink drawing as opening up to society? What might drawing reveal about ideas in society? What might drawing become? The article focuses on a drawing research experiments (2017) as part of an accumulation of experimentation that seeks to rethink drawing as an activity that can be shared by more than one person within different experiences of community. Jean Luc Nancy’s 2013 text The Pleasure of Drawing opens up insights into what drawing means as a practice within social experience and what drawing in turn reveals about what we imagine society to be
Attribution and plagiarism in the creative arts
Full text linkThe concepts of attribution and plagiarism can be challenging for creative art students who may engage with both text and non-text sources such as images, film, computer games, performance art and more while working on an assessment task. To introduce students to the basics of attributing non-text sources and to explain the distinctions between ethical reuse of creative works at university and in the professional setting, the authors developed an embedded Information Literacy workshop utilising a flipped classroom model. Short educational videos were produced that students watched before attending an in-class library workshop. The students also completed pre- and post-teaching tests to collect evidence of their preconceptions and knowledge before and after watching the videos and attending the library workshop.
This article will report on the planning and design of the videos and the library workshop, and share the results of the formative assessment activities
Shaking up story time
Full text linkWhile the Philosophy for Children (P4C) method has been adopted within classrooms by individual teachers and into some school systems by schoolboards, public and school libraries, the ideal users of this sort of programming, have been slow to recognise the benefits of this didactic methodology. This is particularly surprising given that the P4C method integrates perfectly with traditional story-time orientated programming. Not only is the integration of P4C into story-time sessions virtually seamless (as it does not aim to replace, but rather strives to enhance story-telling), but it might also help reinvigorate a well-established feature of library programming with an aim to develop 21st-century information literacy competencies. This paper examines the case for the P4C method, explains the process of integration of the P4C method with traditional story-time, and highlights the potential benefits of incorporating Philosophy for Children in public and school library programming
Teachers and information literacy:
Full text linkBuilding on our 2017 article focussing on school library staff perceptions of teachers’ information literacy, this article reports on the information literacy (IL) understandings and skills of teachers in post-primary schools (the age range for pupils in post-primary schools is 11–18) throughout Northern Ireland. Results of a comprehensive online teacher survey (n=426) indicated that, despite misplaced confidence in their own skills, teachers’ IL understandings and skills were underdeveloped. The majority of respondents had neither received IL training nor included IL instruction in their teaching. The significance of these findings for theory, practice and policy relating to the teaching of IL skills, which are intended to equip young people to become active citizens and members of a skilled workforce, is discussed
