The Language of Reflective Practice in Art and Design

Doloughan, Fiona

doi:10.1162/074793602317355783

Cited by 25 publications

(19 citation statements)

References 3 publications

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“…However, as Margolin states, "Design is as much expression of feeling as an articulation of reason; it is an art as well as science, a process and a product, an articulation of disorder, and a display of order (Doloughan 2002: 57 quoted Margolin 1989: 6)", design integrates art and science naturally although it is again naturally hard to be formalized in scientific context. …”

Section: Nature Of Designmentioning

confidence: 99%

Student perspectives on fabrication methods and design outcomes

Choi¹,

Zhang²

2015

adr

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Industrial product design, as a field of design discipline, borrows concepts and methods from other disciplines, one of which is engineering, in order to develop its own knowledge in research and industry contexts. In the means of strengthening its place among other disciplines, a concentration on 'designerly' ways of knowing, thinking and acting should be provided. Therefore, in this study, the intersection between industrial product design field and engineering discipline is searched for revealing the engineering concepts and non-intuitive design methods within intuitive design methods used in industrial product design. Engineering design field is stated, since its being close to industrial product design, and a comparison is made between industrial product design and some engineering fields through their approach to design problems and the tools they use. Engineering design methods are stated and their advantages in design activity are revealed. This study is a part of design systems area, with formal approaches to models of design processes and knowledge. Finally, a case study of bicycles is carried out in order to prove the design approaches and the priorities of engineering and industrial product design on a product.

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Section: Nature Of Designmentioning

confidence: 99%

Student perspectives on fabrication methods and design outcomes

Choi¹,

Zhang²

2015

adr

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“…However, written reflection may not be the preferred method for all students in terms of either the process (writing) or the communication vehicle (Doloughan, 2002;Simons & Hicks, 2006). This is particularly true for students with a preference for forms of visual or aural reflection.…”

Section: The Digitalis Projectmentioning

confidence: 99%

Deepening discipline: digital reflection and choreography

Bannon

Kirk

2014

Research in Dance Education

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In this paper we discuss findings from a recent academic development project in which we engaged with students in an exploration of how they think and what they think about in the process of creating solo authored choreography. The project emerged from a revisiting of the reflective frameworks identified in the validation documents for a series of choreography modules, in order to explore how the incorporation of digital technologies might facilitate students in their choreographic practice. The discussion explores creative, critical reflection in and on action, and outlines what we mean by digital reflection (using digital technologies to enhance creative reflection). Finally, we evaluate perceived benefits and impact of digital reflection folded into choreographic practice, where enhanced personal awareness can help choreographers identify their deepening discipline as art makers.

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“…However, these may not be the preferred methods for all students in terms of either the process (writing) or the communication vehicle -particularly for creative arts students who may have a preference for visual/aural reflection (Doloughan, 2002;Simons & Hicks, 2006). It has been suggested that more creative forms of reflection/learning can empower learners for whom writing is not their preferred way of learning, and who 'may have been excluded from traditional forms of learning which value cognitive and verbal means of learning and assessment' (Simons & Hicks, 2006, p. 77).…”

Section: Context and Backgroundmentioning

confidence: 99%

“…Traditionally, written work is the main method of undertaking and evidencing critical reflection. However, this may not be the preferred method for all students in terms of either the process (writing) or the communication vehicle -particularly for creative arts students who may have a preference for visual/aural reflection (Doloughan, 2002). Through employing digital technologies within the teaching and learning process, the Digitalis project has aimed to: (i) explore the potential of digital technologies for multi-media/multi-layered forms of documentation and reflection on creative outputs; (ii) raise questions about potential alternative forms of assessment; and (iii) understand the extent to which digital literacy (in terms of students having the skills needed to apply digital technologies to education [JISC, 2012]) may enhance or limit effectiveness.…”

Section: Introductionmentioning

confidence: 99%

Digital reflection: using digital technologies to enhance and embed creative processes

Kirk¹,

Pitches²

2013

Technology, Pedagogy and Education

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This paper shares the findings of a teaching and learning project (Digitalis) that investigated ways in which digital technologies can be used by teaching staff to facilitate reflection on creative practices within performing and creative arts disciplines. Two types of reflection are considered: (i) reflection on creative practice and (ii) creative forms of reflection, with five case studies from a range of arts subjects representing a spectrum of reflective activity. Drawing on a model of cooperative enquiry, simple technological enhancements were made to the design of five existing modules, and these were evaluated through student focus groups, observation of student work, and reflective interviews with the module leaders. Through a thematic analysis of the data, the paper shares the learning from these modules, along with a suggested model of digital reflection, outlining the place of capture, documentation and organisation technologies in the reflective process. The paper concludes that there are benefits to be gained from digital reflection, given its facility to aid students to 'look again' at their own ephemeral creative processes.

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The Language of Reflective Practice in Art and Design

Cited by 25 publications

References 3 publications

Student perspectives on fabrication methods and design outcomes

Student perspectives on fabrication methods and design outcomes

Deepening discipline: digital reflection and choreography

Digital reflection: using digital technologies to enhance and embed creative processes

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