Constructions of Roles in Studio Teaching and Learning

Belluigi, Dina Zoë

doi:10.1111/jade.12042

Cited by 35 publications

(43 citation statements)

References 30 publications

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“…Thus, the work of design students in a desk critique setting might be more accurately ‘the work of the teacher’. The relationships between student and instructor, communication modalities and the instructor response style, facilitative or directive, also have an influence on students’ learning (Belluigi ). Furthermore, as stated by Oh et al .…”

Section: Resultsmentioning

confidence: 99%

Analysing the Effects of Critique Techniques on the Success of Interior Architecture Students

Gul¹,

Afacan²

2018

Int J Art Design Ed

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In architectural design education, the most significant part in the curriculum is the design studio, where students learn how to design. Critique has a crucial role in the design studio, and in determining the best and most beneficial critique type for the architectural design education process. Student attitudes toward critiques and student satisfaction level with each critique technique are also significant. To that end, this article explores design studio learning by reviewing the design learning process and types of design critiques. Focusing on three critique techniques used in design education (desk critiques, pin‐up critiques and group critiques), the article analyses correlations between student attitudes toward each technique and its contribution to the design process. Research was conducted with 84 third‐year interior architecture students from the 2014–15 Fall semester at a university. No statistically significant differences were found between group and pin‐up critiques in terms of students’ preferences and their final performance scores; however, there was a statistically significant relationship between student preferences toward desk critiques and student success. Furthermore, the contribution of a critique technique to the design process was found to be highly correlated with student preference for this technique.

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Section: Resultsmentioning

confidence: 99%

Analysing the Effects of Critique Techniques on the Success of Interior Architecture Students

Gul¹,

Afacan²

2018

Int J Art Design Ed

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“…However, the implications of this finding would seem to be vastly different, due to the contextual conceptualisations of the function of the undergraduate qualification (see Belluigi, 2016). …”

Section: Considerations Of Meta-cognitionmentioning

confidence: 99%

The importance of critical judgment in uncertain disciplines: A comparative case study of undergraduate fine art visual practice

Belluigi¹

2017

Arts and Humanities in Higher Education

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Criticality is an important means to negotiate uncertainty, which has become a characteristic of teaching and learning conditions in postmodern times. This paper draws from an empirical comparative case study conducted in the uncertain discipline of fine art visual practice, where critical judgement and meta-cognition are important for professional contemporary art practice. Charting the curricula intended by staff and the culture experienced by students, the paper considers the relation between the espoused theory of criticality in two art schools and their theory-in-use within assessment structures and cultures. Emphasis is placed on the significance of such approaches to criticality for the student experience and their learning engagement. Emerging discourses of ‘subjectivity’ and a lack of development of student meta-cognition indicated that, at an undergraduate level of study, the curricula of these cases are unwittingly underpreparing their graduates for operating with agential criticality as they enter the uncertain context of contemporary art.

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“…The third mode of self, ‘being‐for‐others’, recognises the mediation of the self through the perception of others: by the way the Other ‘looks’ at them, in what can be termed a visual representation of perception. In teaching art and design, the mediation of others can be presented through the identification of learning as a co‐constructed process between teachers, students and their social interactions (Belluigi ).…”

Section: Practice Informed By Sartre and Foucaultmentioning

confidence: 99%

“…I have also considered how freedom of the self is constrained by social conditioning of what the self should be, often enacted without conscious recognition, and leading towards an ‘awaited’ person with ‘a specific structuration of the field of their possibilities’ (Sartre , 237). Foucault, in particular, identified a genealogy of impacted layers of social conditioning in education but, as Belluigi (, 22) notes, his texts expand the nuances of agency, and can be seen to challenge ‘over‐deterministic readings’ – as could be noted in Bourdieu's social ‘explication’ of ‘inherited subject positions’ (Ross , 25). The Foucauldian contribution to understandings of institutional formation of the self is qualified by an identification of the need to examine the subject's ‘points of insertion’ (Rabinow , 118) in the regulatory processes of institutions such as schools (Foucault , 156).…”

Section: Practice Informed By Sartre and Foucaultmentioning

confidence: 99%

Agency and Social Construction: Practice of the Self in Art and Design

Matthews¹

2018

Int J Art Design Ed

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Learning in the arts has the potential to be a co‐constructive means of inquiry for students, which enables experience of the self in relation to practice. This research explores a practice‐based investigation of agency as self‐definition, amid normative social constructions of the subject. The focus for data analysis is a project taught to BTEC Level 2 Art and Design students in a deprived area of North London (2010–12). A dialogue is presented between the implications for Sartre's theory of free‐will and a Foucauldian critique of social construction. Applications for this comparative theory are discussed here as a form of resistance to the compression of learning identities in art and design, and across the curriculum. This is an approach which encourages emancipated self‐representation, acknowledging cultural diversity, for a discursive environment viable at all levels of study. In exploring the data, a positioning of free‐will with social responsibility is identified as an inclusive forum for creative understanding, and the tolerance of difference.

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Constructions of Roles in Studio Teaching and Learning

Cited by 35 publications

References 30 publications

Analysing the Effects of Critique Techniques on the Success of Interior Architecture Students

Analysing the Effects of Critique Techniques on the Success of Interior Architecture Students

The importance of critical judgment in uncertain disciplines: A comparative case study of undergraduate fine art visual practice

Agency and Social Construction: Practice of the Self in Art and Design

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