scholarly journals Art school as a transformative locus for risk in an age of uncertainty

2020 ◽  
Vol 19 (1) ◽  
pp. 107-118 ◽  
Author(s):  
Cathy Gale
Keyword(s):  
Critical Thinking ◽  
Collective Action ◽  
Risk Taking ◽  
Design Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Art And Design ◽  
Design Pedagogy ◽  
Temporal Space ◽  
Art School

Risk is not a neutral term even in (western) contexts of art and design pedagogic practice, where risk-taking is entwined into the matrices of the academy from the macro to the micro: from institution to studio to tutor to student. Neither design education nor practice exist in a vacuum, so the conditions and contingencies of risk in contemporary design pedagogy are unpicked, in relation to place, process and people, as inter-connected (though often fragmented) components of study. Art school is examined as a transformative locus for risk: a conceptual-architectural site for knowledge but also a temporal space of subversion, within which the studio provides students with a relatively safe setting for risk in individual and collective formulations. Neo-liberal policies of standardization and competition are as embedded in educational institutions as they are across all levels of society: the resultant loss of agency is felt individually and collectively. This article reframes risk as fundamentally located and dialogic, an autonomous cooperative and collective action, underpinned by critical thinking and disobedient pedagogies. This is a transformative educational process anticipating change in an expanded mode of design in which the student members of the Alternative Art School are considered as critical agents, employing creative reflexivity as an antidote to the neo-liberal stifling of risk.

Kharkiv Art School in the History of One Family’ Three Generations

2021 ◽  
Vol 2021 (02) ◽  
pp. 107-122
Author(s):  
A. Budnyk ◽  
◽  
Yu. Marchenko ◽  
M. Selivatchov ◽  
◽  
...  
Keyword(s):  
Educational Process ◽  
Educational Institutions ◽  
Art And Design ◽  
National Importance ◽  
Technical Drawing ◽  
National University ◽  
History Of ◽  
Industrial Projects ◽  
Research Institute ◽  
Art School

The present article covers the materials about studies and teaching in Kharkiv educational institutions – the predecessors of the Kharkiv State Academy of Design and Arts (KSADA), participation in the educational process during the 1920s–1950s and the creative achievements of the architect Georgy Ikonnikov (1896–1981), his stepson, printing artist Roman Selivachev (1914–1995), as well as G. Ikonnikov’s granddaughter, Yelena Ganenko (born in 1945). The oldest of our characters studied in the 1910s at the Central School of Technical Drawing (now the Saint Petersburg Stieglitz State Academy of Art and Design) in the 1910s, then participated in the Civil War and in WWI. During the 1920s and 1930s he designed about thirty Kharkiv buildings in collaboration with A. Molokin, P. Krupko, V. Bogomolov. Among his works there are such landmark objects as “Lopan Stairs”, student dormitory “Giant”, National University of Construction and Architecture (former building of the State Insurance), Research Institute of Experimental Veterinary, A. Pushkin Drama Theater, M. Skrypnyk House of Culture, etc. G. Ikonnikov taught in the art schools, headed the architectural and construction department of Kharkiv research institute for industrial projects, which created a number of important enterprises for India, China, Syria and other countries. R. Selivatchov studied at Kharkiv Art Institute (1929–1932), designed the expositions of the Svyatogorsk Museum, and later the “Kyiv-Pechersk Lavra” Reserve, and worked in printing. In 1941 the student of the Kyiv Civil Engineering Institute was drafted into the army. After the war he graduated from Moscow Polygraph Institute. The first and subsequent editions of Ukrainian Soviet Encyclopedias, branch encyclopedic reference books, “History of Ukrainian Art” in six volumes, “Dictionary of Artists of Ukraine”, “Shevchenko Dictionary”, other projects of national importance were designed under his leadership. A lot of them were awarded by the diplomas of International, All-Union and republican book competitions. Among R. Selivatchov’s followers there are graduates of Art and Architectural universities in Leningrad, Kharkiv and Kyiv, members of the National Artists’ Union of Ukraine. However, the desire to be an artist is not always realized. Encouraged by her grandfather, O. Ganenko from childhood posed for his students and dreamed of becoming an artist. One of her portraits decorated the lobby of Kharkiv Art Institute for many years. Finally, she preferred mathematics, taught at Kharkiv University, but remembers unforgettable moments related to Kharkiv Art school.

scholarly journals Art and Design Education in Times of COVID-19: Distance Learning and the Importance of Interaction and Empathy

2021 ◽  
Vol 2 (2) ◽  
pp. 23-26
Author(s):  
Ruth Mateus-Berr
Keyword(s):  
Distance Learning ◽  
Digital Media ◽  
Design Education ◽  
Educational Institutions ◽  
Maker Movement ◽  
Art And Design ◽  
Learning And Teaching ◽  
Art Instruction ◽  
The Arts ◽  
And Migration

At the period of worldwide public health emergency of COVID-19, the majority of educational institutions in the world have faced the forced emergency lockdown and migration into the digital, online or virtual learning and teaching environments. Basically, it must be stated up front that digital media and processes have long been part of art instruction, and the maker movement has introduced 3-D printing, especially in design classes. But distance learning presents yet another set of challenges for these subjects.            This article examines how this change has affected the teaching of art and design, looks at two case studies (secondary school and university) and refers to discussions at art education conferences and papers on the post-pandemic challenges of digitization in the arts.

Kharkiv School of Design: Igor Ostapenko’s Creative Workshop

2021 ◽  
Vol 2021 (02) ◽  
pp. 147-161
Author(s):  
S. Rybalko ◽  
Keyword(s):  
Comparative Analysis ◽  
Design Education ◽  
Professional Community ◽  
Educational Process ◽  
Scientific Publications ◽  
Factors Influencing ◽  
Methods And Techniques ◽  
Main Factors ◽  
School Concept ◽  
Art School

Creative and pedagogical activity of Igor Ostapenko is considered in the article. I. Ostapenko is a designer and one of the leading teachers of Kharkiv State Academy of Design and Arts of the late 20th and early 21st centuries. The proposed research is based on the use of methods of formal, functional, figurative, stylistic and comparative analysis. The range of researched materials includes realized projects, models, sketches, exhibitions, workbooks, scientific publications, design periodicals, interviews and memoirs. New names and artworks were introduced into scientific circulation. Materials of professional periodicals in the context of the chosen topic were generalized. Peculiarities of Igor Ostapenko’s creative and pedagogical positions are determined on the basis of the analysis of these materials. Main factors influencing the formation of his propaedeutic courses Theory of Composition and Fundamentals of Shaping are highlighted. Parallels with the concepts of educational process of leading design institutions are established. The continuity of creative principles of Kharkiv Art School founders and Igor Ostapenko’s activity is revealed. Such main features of the workshop as laconism of expressive means, artistic figurativeness, attention to the texture and natural qualities of materials can be traced in creative works of the teacher and his students. Conformity of creative and pedagogical achievements of Igor Ostapenko and his students with the “Art School” concept is substantiated. It includes system unity of art and project principles, methods and techniques of their realization, presence of significant achievements and their recognition by domestic and world professional community. It is emphasized that the work of the workshop is one of the representative phenomena in design education of Ukraine during its independence.

scholarly journals ІСТОРИКО-КРАЄЗНАВЧА СПАДЩИНА ЯК ЕФЕКТИВНИЙ МЕХАНІЗМ ЕТНОДИЗАЙНЕРСЬКОЇ ОСВІТИ

2020 ◽  
pp. 94-103
Author(s):  
Р. М. Гаврилюк
Keyword(s):  
National Culture ◽  
Design Education ◽  
Modern Society ◽  
Scientific Basis ◽  
Educational Process ◽  
Practical Significance ◽  
Modern Culture ◽  
Art And Design ◽  
The Aesthetic ◽  
Aesthetic Characteristics

The  dissemination  of  the  local  lore  and  the  strengthening  of  the  educational  and methodological base of local lore in the system of ethno-design education, the popularization of the  historical-lore  heritage  of  the  Vyzhnytsia  art  center,  the  actualization  of  methodologicalfoundations of ethno-design teaching, their scientific substantiation of importantance. Methodology.  The  article  uses  general  scientific  methods  of  descriptive,  comparative,  the method of systematization and synthesis. During the studing of local lore the analytical method of research, as well as the methods of classification of components of professional competencies in  ethno-design  education  of  future  specialists  of  creative  direction,  were  used,  which  will contribute to the direct realization of perspective projects of the graduates of Vyzhnytsia Applied College of Arts and Design named after Vasil Shkribliak in the creativity and the cultural field of Ukraine.  Results. As a result of the research it is established ,that the historical and local lore is the basis of  creative  activity  in  various  fields  of  art  and  design.  It  is  determined,  that  the  processes  of globalization, characteristic of modern society, require the understanding of the problems of the national  revival,  the  reflection  of  the  manifestation  of  the  national  culture  features  in  modern ethno-design. The ethno design methodology is becoming an important component of modern culture and leads to significant changes in the composition of the aesthetic characteristics of the subject environment. The inclusion of the components of the national culture and ethno-design in the educational process gives the opportunity to form the creative professional thinking of future graduates of Vyzhnytsia Applied College of Arts and Design named after Vasil Shkribliak. Scientific  novelty.  The  idea  of  forming  the  scientific  basis  for  exploring  the  perspectives  of conceptual  transformations  of  ethno-design  in  Ukraine,  taking  into  account  the  processes  of globalization and regional specificity, was further developed in the article; the understanding of the influence of socio-political situation in Ukraine on the development of ethno-design. Practical  significance.  The  main  statements  of  the  article  can  be  the  theoretical,  factual  and historiographic basis for the development of general and special lecture courses and seminars at the educational establishments of arts and culture, as well as used in the educational process for preparatory courses in ethno-design.

scholarly journals FEATURES CRITICAL THINKING IN FOREIGN STUDENTS AT THE STUDY UKRAINIAN LANGUAGE FOR PROFESSIONAL PURPOSES

2020 ◽  
Vol 1 (10(78)) ◽  
pp. 203-206
Author(s):  
Оlena Vasylenko
Keyword(s):  
Critical Thinking ◽  
Personal Growth ◽  
Foreign Students ◽  
Role Playing ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Institutions ◽  
Specific Knowledge ◽  
Interactive Technologies ◽  
Basic Model

This article examined the features of critical thinking as a necessary component of modern education. An interactive means of learning technologies, basic model contains three stages of the educational process: «The challenge – thinking – reasoning (reflection)» techniques and critical thinking. It is proved that the development of critical thinking depends on the forms and methods of organization of the educational process. The main and effective in this process are modern pedagogical technologies, interactive teaching methods, information computer technologies, presentations that provide active forms of activity of those who are taught, involve them in the creative process of cognition, research and solving problems, forming their own thoughts. and self-realization. There are many means of interactive learning technologies, most commonly found in the literature are: “battle”, “defense”, “relay”, “journey”, “role-playing” and the like. It is proved that the task of educational institutions of the XXI century is to prepare not only narrowly trained specific specialists. In a situation where the workforce is extremely mobile, specialists are needed who can quickly change their profession. To do this, they need not so much knowledge as the ability to “switch”, do the little-known thing, the ability to think and act on their own. The orientation of education is changing in the direction of transition from specific knowledge, the so-called “dry residue”, to providing the opportunity to adapt in the conditions of “information explosion”, stimulating critical thinking, stock “buoyancy”. There is such an expression: “Education is what remains after everything has been forgotten” – and today, in the understanding of many educators, “knowledge is what you can do using the information you receive,” and education is not what a person knows and remembers, and what constantly determines behavior ” It is recommended to use certain means of interactive technologies in the educational process that promotes the development of critical thinking and gives the opportunity for personal growth and development of individuality.

scholarly journals Integration of teamwork and critical thinking skills in the process of teaching students

2019 ◽  
Vol 14 (1) ◽  
pp. 1-10 ◽  
Author(s):  
N.F. Plotnikova ◽  
E. N. Strukov
Keyword(s):  
Critical Thinking ◽  
High Mobility ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Professional School ◽  
Educational Institutions ◽  
Education Students ◽  
New Information

Reforms taking place in the educational process of higher professional school impose new requirements on the quality of training students. Today, graduates of higher educational institutions are required to have new professional thinking, high mobility, competence, tolerance and focus on intra-group activities carried out in teams. With the team form of the organisation of training, an environment is created that allows students to master not only the skills and abilities of business interaction and cooperation, but also to form their ability to think critically, which includes the ability to think creatively, use new information and apply the knowledge in practice. Theoretical justification jointly with quantitative and qualitative data obtained as a result of the experimental work carried out by the authors confirms the efficiency of team learning, which contributes to developing critical thinking skills in higher education students. Keywords: Students, education, formation, interaction, critical thinking, team, skills, competences

scholarly journals “I came to art school so I wouldn’t have to write...”: Creating New Contexts for Critical Writing in Post-Secondary Art and Design Education

1944 ◽  
Vol 7 (1) ◽  
Author(s):  
Christina Halliday
Keyword(s):  
Liberal Arts ◽  
Arts Education ◽  
Design Education ◽  
Student Resistance ◽  
Liberal Arts Education ◽  
Critical Writing ◽  
Art And Design ◽  
Post Secondary ◽  
Institutional Contexts ◽  
Art School

This paper examines ideological and institutional contexts for liberal arts education at an art and design university as a means for understanding how critical writing is constructed by students and faculty as an interference to other creative practices students pursue as part of their art and design education. Observations of the form of assessment in art and design education known as critique, provides the basis for a reflection on how the pedagogy of critique, transposed to the liberal arts classroom, might serve to resist student resistance to learning to write critically.

Catch them Young : Role of Educational Institutions in Community Development- A Descriptive Study on the Perception of College Students in Chennai

GIS Business ◽  
2019 ◽  
Vol 14 (6) ◽  
pp. 170-182
Author(s):  
Dr. R. Sundari ◽  
Ms. Sangeetha Manoj
Keyword(s):  
Community Development ◽  
Collective Action ◽  
Body Politic ◽  
Weighted Average ◽  
Well Being ◽  
Educational Institutions ◽  
Average Score ◽  
Academic Institutions ◽  
Grass Root Level

Community Development is a process of collective action taken by the members of a community to generate solutions for common problems.  The aspects of community well being namely Economic, Social, Environmental and Cultural well being evolves from this type of collective action taken at multiple societal levels. (Weaver, 1971) defines community development as a process of “A public-group approach dedicated to achieving the goals of the total body politic.” Therefore, it is evident that a community can be developed through the effective participation of citizens. It is universally acceptable that community service is a vehicle for safeguarding the environment that is initiated from the participants of the community. In order to imbibe the community consciousness among the citizens, every country should “Catch them Young”. The purpose of the paper is to integrate Participative Model (Active Citizenship, Citizen Networks and Co-production) with Self-service Model (Social Governance, Societal Discipline and Accountability). National and international reviews show that the perception about the community and realisation has to be ingrained at the grass root level; this can be achieved through the participation of academic institutions. This paper is an attempt to highlight. The initiatives taken by educational institutions to imbibe social consciousness, The perceptions of students about their role in community development, and, To identify the effective Private Public Partnership areas for community building Factor analysis has been applied to identify the role of educational institutions and individual citizen’s( Students) in building community consciousness. Linear Regression had been applied in the study to measure the influence of Educational Institutions on the role of Students in building the community.  A weighted average score is awarded by the students for the potential areas of public private partnership for community development is highlighted. The results of the study provide an impact created by the institution over the students. The Study also, consolidates some of the successful community bonding and building activities carried out Academic Institutions.

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