Innovative Practice in Higher Education

Editorial: GLAD-HE 2023 Post-Symposium Publication

2024-06-06T20:03:34+00:00

GLAD-HE 2023 Post-Symposium Publication

Gathering Ourselves

“To gather means to come together, assemble or accumulate (often from scattered sources), to collect, to harvest, to increase in force or to summon up.”

Editorial

Jess Power^a, Louise O’Boyle^b and Davina Whitnall^a

^aUniversity of Salford, ^bUlster University

Group for Learning in Art and Design (GLAD HE)

Corresponding editor: e.j.power@salford.ac.uk

The Gallery in the Expanded Field: Russian art students investigate the diversity of international DIY gallery spaces

2024-06-11T10:03:55+00:00

Abstract

The Gallery in the Expanded Field is a case study of the development of a pedagogic model which involves art students working with a range of international DIY gallery spaces. Students gain first-hand experience of exploring the possibilities of exhibition making, and how initiating and running a gallery programme can be a creative and empowering activity.

Participants are exposed to different models of what could constitute an art gallery beyond those of simply the museum and commercial dealerships. The gallery spaces that the project has worked with were chosen for their unusual physical manifestations and have included: an iPhone, an overcoat, an art school locker, the grease pit of a former garage, a hair salon, a world-wide shipping container and a small Scottish town. Through their dialogues with artists and gallerists, students start to understand how, through their own agency, they can begin to engage with the art world.

Experience as a transformational practice

2024-06-25T08:37:13+00:00

Abstract

The field of Experiential design has gained more relevance as new technological advances change the way we register and document cultural content, audiences are becoming more active in seeking active participation, and cultural organisations are being forced to re-evaluate traditional spaces and approaches to cultural display. As educators working in this field, we are interested in the emergent conceptual spaces created by these advancements and the possible frameworks required to guide our pedagogical thinking. In this paper, we explore how experiential design has the potential to act as a catalyst for exploration and discovery. Through case studies, we explore how alternative ways of inclusivity can be achieved by challenging human-centric perspectives, and how experiential dialogues have the potential to blur the lines between performer and audience. Thus, creating dynamic spaces for exchange, exploration, and collaboration; and how cultural associations facilitate ways to become spaces of possibility where transformative experiences can unfold.

Key Words

Experience, Inclusivity, Representation, Perspective, Dialogues, Spaces of possibility.

Moving, Sensing, Being – leaning into embodied design education

2024-06-06T20:15:15+00:00

Abstract

This paper aims to identify guiding principles for integrating somatic learning and literacy in third-level design education. It forms part of a larger research project, exploring embodied and situated knowledge in design education. The neutral stance, traditionally taught in designer education, contrasts with emerging paradigms and critical approaches in 21^st century design education, including post-capitalism, decolonisation, and feminist approaches. Complexities, and ‘wicked’ problems, require designers to think critically about the complex power structures and systems we are part of. This paper proposes pluriversal, situated, and embodied approaches. First, the body is located within contemporary design education. Next, drawing from interdisciplinary literature in body-centred disciplines, as well as design, adult, and early years education, guidelines are identified to scaffold somatic design education. Integrated intelligence, conscious embodiment, somatic literacy, design-specific approaches, and disruption are identified as guiding principles to implement somatic approaches in future practice, in third-level design education.

‘A space to question the current ways of life’ —fostering creative possibilities through liminal experiences

2024-06-06T20:09:02+00:00

Abstract

There is an extensive body of work that explores the transformative power
of co-creation of curriculum in learning and teaching with students as partners. This article builds on the existing research but focuses on the
co-curricular activities as a lesser explored aspect of the student experience
in co-creation literature. We employ the concepts of liminality and third space initiated with students between 2020-2023. We argue that the flexibility afforded through non-curricular activities produces an under-utilised space
for participants, stimulating new ways of interdisciplinary thinking, exploration, and creative outputs. In doing so, such projects can be powerful mechanisms to shape/inform staff and student experience of what university learning should be about.

Curriculum Design & Delivery Kit: A flexible and hybrid toolkit for co-designing and delivering a curriculum

2024-07-04T10:26:29+00:00

Curriculum Design & Delivery Kit: A flexible and hybrid toolkit for co-designing and delivering a curriculum

Nadia Malik, London College of Fashion (LCF), University of the Arts London (UAL), n.malik@fashion.arts.ac.uk

Andy Lee,London College of Fashion (LCF), University of the Arts London (UAL), a.lee@fashion.arts.ac.uk

Case Study: Collaborative Pedagogic Research as Bridge between PGT and PGR Programmes

2024-06-26T13:38:27+00:00

Case Study: Collaborative Pedagogic Research as Bridge between PGT and PGR Programmes

Veronique Chance, Anglia Ruskin University, Veronique.chance@aru.ac.uk

Sarah Strachan, Anxiety of Interdisciplinarity, anxietyofinterdisciplinarity@gmail.com

Ayeshah Zolghadr, Anxiety of Interdisciplinarity, anxietyofinterdisciplinarity@gmail.com

A gathering of creative outputs as a case study for transformational change

2024-06-26T13:43:30+00:00

A gathering of creative outputs as a case study for transformational change

Eve Blezard, University of Salford, eve.blezard@hqnetwork.co.uk

Jess Power University of Salford e.j.power@salford.ac.uk

Davina Whitnall University of Salford D.C.Whitnall@salford.ac.uk