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.authorNolan, Collette
dc.contributor.authorO'Flynn, Bill
dc.contributor.editorSupple, Brionyen
dc.contributor.editorDelahunty, Tomen
dc.date.accessioned2020-11-05T09:47:05Z
dc.date.available2020-11-05T09:47:05Z
dc.date.issued2019
dc.description.abstractWhat 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.description.statusNot peer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationNolan, 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.2019.38en
dc.identifier.doi10.33178/LC.2019.38
dc.identifier.endpage188
dc.identifier.startpage183
dc.identifier.urihttps://hdl.handle.net/10468/10697
dc.language.isoenen
dc.publisherUniversity College Corken
dc.publisherNational Forum for the Enhancement of Teaching and Learning in Higher Educationen
dc.rights© 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectTeaching and learningen
dc.subjectArt practiceen
dc.subjectArt collegeen
dc.subjectPedagogyen
dc.subjectEducational researchen
dc.subjectCrawford College of Art and Designen
dc.subjectAction research projectsen
dc.subjectPhenomenologicalen
dc.subjectCollaborativeen
dc.subjectActiveen
dc.subjectCo-creatorsen
dc.subjectLearning environmenten
dc.subjectNon- hierarchical frameworken
dc.titleFrom space to place; Non-hierarchical collaborative strategies of teaching and learning in the Crawford College of Art and Designen
dc.typeConference itemen
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