Loughborough University Library: Open Journals
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Bridging the Gap
Get PDFThis article is an extended version of a presentation made to the Drawing Research Network conference, Loughborough School of Art & Design, 5-6 September 2016. An original pedagogy of drawing is proposed for the art schools, based upon aspects of theories of visual perception and visual communication. It is argued that drawing practice facilitates an intelligence of seeing, bridging the gap between conceptual intrigue and perceptual intrigue. These terms are defined, and the gap between them in contemporary practices is blamed upon a historical resistance to theory influenced by Barnett Newman. Newman’s false logic is effectively debunked. A systemic-functional semiotic model for drawing is introduced, and related to five premises for applying the theoretical model to a teaching programme for drawing, illustrated with drawings by students and the author
Drawing the Diagonal
Get PDFThis paper investigates the concepts of time and space in the oeuvre of the composer Pierre Boulez, with the aim of engaging with his musical ideas and writings through visual arts. In particular, it focuses on the notions of the Smooth and Striated time-space shaped through a series of drawings that combine analogical techniques with Computer Aided Design
Book Review
No full textThis book is one in a series of books dedicated to the teaching specific curriculum areas in the primary primary classroom. It has a focus on Design and Technology and although written the English context it is relevant to other international contexts also. The book offers a range of features within each chapter to inform and engage the reader in critical thinking about implementation of Design and Technology in teh primary classroom. Features include: a chapter overview, case studies, places to pause and reflect on chapter content, examples of children’ work and relevant excerpts from policy documents. The book emphasises the design component of Design and Technology Education to distinguish design and technology education classes from those that involve “just making stuff”. This review begins with an overview of the book and then each chapter is reviewed more detail, with commentary and discussion about contents and the author's positioning.  
Book review of Proffitt, M. (ed.) 2018. Leveraging Wikipedia: connecting communities of knowledge
Get PDFComics, questions, action!
Get PDFIn a four-session Summer Bridge programme, we experimented with new curricular and pedagogical ideas with a group of incoming freshmen. We developed the Comics-Questions Curriculum (CQC), which melds students’ question asking with a focus on comics. The purpose of this paper is to describe the rationale for and ongoing development of the CQC as well as the ways the CQC fosters engagement of students and librarians, builds upon students’ existing skills but propels them forward toward college-level work, and positions librarians as partners in students’ college work. Although it was designed for a specific purpose initially, the CQC in its current state is widely adaptable to other contexts beyond the original scope
Preschoolers' peer collaboration on a designing task
No full textThe purpose of this study was to explore preschoolers’ collaboration during a designing session, where they received a task to collaboratively design and sketch forest animals’ nests. The article focuses particularly on children’s verbal and embodied interactions, as well as children’s social roles in their groups, depending on their ability to use language. Children’s activities were examined within Vygotsky’s (1978) sociocultural framework for learning and classified using a micro-level analysis methodology for tracking children’s collaboration and meaning making in designing (Ash, 2007). The results showed that six-year-old preschoolers succeeded in working collaboratively and they managed to solve the designing task with their peers, but embodied expressions also played a notable role in designing. Four types of roles, which children had in their peer groups, were found
CRITICAL DESIGN IN UNIVERSAL DESIGN SETTINGS – PEDAGOGY TURNED UPSIDE DOWN
Get PDFUniversal design thinkers are needed now more than ever. The world is facing one humanitarian crisis after the other, forcing people to flee their homes and resettle elsewhere without knowing anything about the local language, traditions, and way of life. Moreover, an ageing population is in need of (housing) design that facilitates long-term accessibility and hence homeowners ‘ageing in place’ safely without losing their independence. Moreover, nations such as Japan, Spain, and Norway have made diversity and inclusion part of their national political agendas to ensure that future products, buildings, exterior spaces, etc. are inherently accessible to all people. Taking all of this together, it is imperative that the next generation of designers is informed about and skilled at dealing with future challenges and demands, however complex they might be.
Originally developed as a powerful tool for designers, architects, and others to explore ‘extreme environments’, such as hospitals and prisons, and the ways in which objects impinge on existential wellbeing, the critical design method is now gradually being adapted and applied to the field of universal design. Two series of workshops have been conducted to test and further develop this way of thinking about design for educational contexts. The purpose of this paper is to describe the process of applying the critical design method to various universal design contexts, and to discuss the results thus far. Furthermore, the paper examines to what extent critical design is an appropriate method for questioning and improving the field of universal design