From space to place; Non-hierarchical collaborative strategies of teaching and learning in the Crawford College of Art and Design
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Published Version
Date
2019
Authors
Nolan, Collette
O'Flynn, Bill
Journal Title
Journal ISSN
Volume Title
Publisher
University College Cork
National Forum for the Enhancement of Teaching and Learning in Higher Education
National Forum for the Enhancement of Teaching and Learning in Higher Education
Published Version
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.
Description
Keywords
Teaching and learning , Art practice , Art college , Pedagogy , Educational research , Crawford College of Art and Design , Action research projects , Phenomenological , Collaborative , Active , Co-creators , Learning environment , Non- hierarchical framework
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