Abstract
This paper proposes a pedagogic model for teaching art and design practice that is learner centric and based on reflective and experiential models of learning and teaching. This is a model that has creative “making” processes at its heart. It is informed by three main areas of debate in the teaching of art and design in Higher Education: changes in technology; blended teaching of practice and theory; and defining practice-based/ -led research. The paper reflects upon how understanding these current debates impact the learner’s journey. The model is contextualized within Abertay University’s Strategic Plan and examines how key academic objectives can be met.
| Original language | English |
|---|---|
| Title of host publication | Professional practice in higher education teaching |
| Editors | Martin Watson |
| Place of Publication | Dundee |
| Publisher | Abertay University Press |
| Chapter | 5 |
| Pages | 28-32 |
| Number of pages | 5 |
| Volume | 5 |
| ISBN (Print) | 1899796302 |
| Publication status | Published - Aug 2016 |
Keywords
- Art
- Design
- Higher education
- Pedagogy
- Research
- Kolb