Critique and process: Signature pedagogies in the graphic design classroom

Motley, Phillip

doi:10.1177/1474022216652765

Cited by 24 publications

(15 citation statements)

References 7 publications

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“…The purpose of this case study is to provide an overview of the “Data Visualization Clinic,” a critique workshop [ 17 ] for community members in an academic library setting. The clinics offer a low-cost, low-barrier-to-entry method to leverage the expertise and enthusiasm of the community of library patrons, while at the same time making use of the library’s role as a hub for researchers.…”

Section: Case Study Purposementioning

confidence: 99%

“…The “Data Visualization Clinic” follows a discussion-oriented workshop format, along the lines of a critique workshop [ 17 ]. Before the session begins, users who register online are asked in the sign-up form if they will submit a visualization for feedback, and those who agree are contacted by the library to submit a project.…”

Section: Case Presentationmentioning

confidence: 99%

“…In past clinics, the majority of people attended as spectators. That said, they are active participants in that they provide their insights and expertise on work being presented, which requires development of critical thinking skills and articulation of views regarding both aesthetics and efficacy of projects [ 17 ].…”

Section: Case Presentationmentioning

confidence: 99%

“…While educational, instructor-led classes provide patrons with new skills, they do require significant dedication of a librarian’s time in terms of researching and organizing content in order to provide a successful workshop and provide limited time for students to apply what they have learned to their own projects. An alternative pedagogical option that allows students to receive feedback on their own work is a critique method, wherein students present designs and receive feedback from their peers [ 17 ]. A critique model has the advantage of allowing the designers to learn by getting feedback and move beyond their own perspectives on their work, and it allows other participants to learn by observing and evaluating what does and does not work and by moving through structured stages of interrogating a design, reflecting on it, and articulating critical feedback [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

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The “Data Visualization Clinic”: a library-led critique workshop for data visualization

LaPolla

Rubin

2018

jmla

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BackgroundThe authors’ main university library and affiliated academic medical center library sought to increase library programming around data visualization, a new service area for both libraries. Additionally, our institution is home to many researchers with a strong interest in data visualization but who are generally working in isolation of one another.Case PresentationThis case study describes an innovative workshop, the “Data Visualization Clinic,” where members of our library’s community bring in data visualization projects such as figures in papers, projects hosted online, and handouts and receive constructive feedback from a group of peers. The authors detail the process of hosting a clinic and the feedback that we received from participants.ConclusionsThe “Data Visualization Clinic” offers a viable workshop to leverage expertise of library users and build the library’s reputation as a hub of data visualization services without heavy investment in infrastructure like special monitors or coding skills. That said, it faces the challenge of relying on the participation of the broader community, which is often pressed for time. The event can also serve as an opportunity for researchers who have an interest in data visualization to meet and network.

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Section: Case Study Purposementioning

confidence: 99%

Section: Case Presentationmentioning

confidence: 99%

Section: Case Presentationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The “Data Visualization Clinic”: a library-led critique workshop for data visualization

LaPolla

Rubin

2018

jmla

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“…The notion of signature pedagogy in creative practice, as discussed by many writers, is understood narrowly as "critique": a structured learning experience in which a student's work is presented to a group of experts and peers and public feedback is given (Hastings, 2016;Heinert, 2016;Kearns, 2016;Kornetsky, 2016;Motley, 2016). The critique is viewed as a prime setting for developing "habits of mind" (Shulman, 2005b, p. 59)-an aspect of the cognitive apprenticeship (Shulman, 2005c).…”

mentioning

confidence: 99%

Signature pedagogies for musical practice: A case study of creativity development in an orchestral composers’ workshop

Love

Barrett

2018

Psychology of Music

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The training of aspiring professional composers is a largely under-investigated area. Learning pathways into the profession tend to involve a university composition degree and participation in workshops with professional ensembles. These workshops constitute a form of industry experience undertaken in the transition from university to professional practice. Lee Shulman proposed the concept of signature pedagogies using a framework of cognitive, practical and moral apprenticeships to demonstrate distinctive qualities of professional preparation in the fields of medicine, law and the clergy. In order to understand what might be characteristic features of a signature pedagogy in the preparation of professional composers, this case study examines teaching and learning practices and structures evidenced through a one-week composers' workshop hosted by a professional symphony orchestra and led by eminent composer-teachers. Observation of rehearsals, masterclasses and indepth interviews with student-composers, composer-teachers and conductor generated data that were analysed initially to identify emergent themes and subsequently through lenses of creativity development and signature pedagogies. Findings demonstrate that this workshop provides riskladen, authentic experience, and guided apprenticeships in cognitive, practical and moral aspects of professional practice. It provides a space in which composers, typically freelancers, acquire understandings of orchestral culture and practical skills.

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Design EducationinHigher Education

Gunn¹

2019

A Companion to Contemporary Design Since 1945

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In 1995, I spent the summer designing and building web pages in Kanazawa, a regional city in Japan. Writing and dreaming in Hypertext Markup Language (HTML), I worked alongside engineers at the region's first Internet service provider, a mid-size conglomerate, to produce promotional webpages for hotels and tourist attractions. I was not a trained designer: I had taught myself basic photography and graphic design out of interest, and thanks to a childhood spent with computers could train myself to code in HTML and to use software such as Adobe Photoshop and Illustrator. My efforts to render Kanazawa's famously succulent prawns even more enticing on tourist websites tell a story about social change: I had begun a summer internship in the conglomerate's central administrative division. As a woman, I was assigned a turquoise and white uniform and directed to stuff envelopes alongside the other young women in the administrative track, which ran alongside the career track for male university graduates. But my line manager swiftly moved me to the IT division, in a more specialized role, once my amateur computing and design skills became known, and I was offered a full-time role in the company following university graduation. It is unclear whether a Japanese woman would have been offered the same opportunity, so difficult to say whether my reassignment represented a re-evaluation of women's roles within the company, but at the very least indicates that the firm was open to foreign hires. My male colleagues' employment itself demonstrated change as well: some had postgraduate degrees, which complicated their position and

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Critique and process: Signature pedagogies in the graphic design classroom

Cited by 24 publications

References 7 publications

The “Data Visualization Clinic”: a library-led critique workshop for data visualization

The “Data Visualization Clinic”: a library-led critique workshop for data visualization

Signature pedagogies for musical practice: A case study of creativity development in an orchestral composers’ workshop

Design EducationinHigher Education

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