From space to place; Non-hierarchical collaborative strategies of teaching and learning in the Crawford College of Art and Design

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dc.contributor.author Nolan, Collette
dc.contributor.author O’Flynn, Bill
dc.contributor.editor Supple, Briony en
dc.contributor.editor Delahunty, Tom en
dc.date.accessioned 2020-11-05T09:47:05Z
dc.date.available 2020-11-05T09:47:05Z
dc.date.issued 2019
dc.identifier.citation Nolan, C. and O’Flynn, B. (2019) 'From space to place; Non-hierarchical collaborative strategies of teaching and learning in the Crawford College of Art and Design', Learning Connections 2019: Spaces, People, Practice, University College Cork, Cork, Ireland, 5-6 December, pp. 183-188. doi: 10.33178/LC.2019.38 en
dc.identifier.startpage 183
dc.identifier.endpage 188
dc.identifier.uri http://hdl.handle.net/10468/10697
dc.identifier.doi 10.33178/LC.2019.38
dc.description.abstract What does Learning look like? What are the embodied roots of the thinking process? We have posed these questions in the process of developing our research, workshops and curricula. How do we understand, engage with and investigate the everyday teaching and learning environment? Art practice is a complex process, and successful induction into the forms of teaching and learning practiced in the studio is critical to a student’s progress through art college. For contemporary artist/researchers working at the interface of art and pedagogy, education continues to be a central concern in their research. Contemporary artists such as Annette Krauss and her long-term project Hidden Curriculum (2008), art theorists such as Claire Bishop, Artificial Hells (2012), Richard Hickman (ed.), Research in Art & Design Education: Issues and Exemplars (2008), Graeme Sullivan, in his book Art Practice as Research (2005), all use and discuss arts-based approaches in educational research, and are important references to the contextual framework of this project. In a series of action research projects, conducted over the last five years with student volunteers in the Crawford College of Art and Design, we have explored phenomenological, collaborative approaches to teaching and learning, space and place, that encourage students to be active agents in their education and co-creators of their own learning environment. Our overall project aims to create an artistic, collaborative, non- hierarchical framework that encourages students and teachers to actively question and investigate the teaching and learning situation and relationships. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.publisher National Forum for the Enhancement of Teaching and Learning in Higher Education en
dc.rights © 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject Teaching and learning en
dc.subject Art practice en
dc.subject Art college en
dc.subject Pedagogy en
dc.subject Educational research en
dc.subject Crawford College of Art and Design en
dc.subject Action research projects en
dc.subject Phenomenological en
dc.subject Collaborative en
dc.subject Active en
dc.subject Co-creators en
dc.subject Learning environment en
dc.subject Non- hierarchical framework en
dc.title From space to place; Non-hierarchical collaborative strategies of teaching and learning in the Crawford College of Art and Design en
dc.type Conference item en
dc.internal.authorcontactother Collette Nolan, CIT Crawford College of Art and Design en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.description.status Not peer reviewed en
dc.internal.conferencelocation University College Cork, Cork, Ireland en


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© 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Except where otherwise noted, this item's license is described as © 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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