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dc.contributor.authorMcAuley, Mike
dc.contributor.authorRoxburgh, Mark
dc.date.accessioned2018-04-03T12:30:49Z
dc.date.available2018-04-03T12:30:49Z
dc.date.issued2017
dc.identifier.issn1474-273X
dc.identifier.doi10.1386/adch.16.2.171_1
dc.identifier.urihttp://hdl.handle.net/10072/349520
dc.description.abstractThis paper presents the outcomes of an action research inquiry that set out to enhance first-year visual communication student learning of design theory and history through the incorporation of creative practice methods commonly used in practical design studio environments. As educators of both design theory and practice, our previous observations of how novice design students engaged with theory, compared to how they engaged with practice, led us to the decision that change was required to facilitate deeper understanding of theoretical discourse through the incorporation of creative practice methods. That was our ‘call to action’. The methods, described in the article as interventions, were introduced to support the critical and analytical thinking necessary to engage with theoretical discourse. They can also be thought of as learning strategies incorporated to enhance student learning and involved creative thinking exercises, visualization techniques, collaboration and audience presentation. Our findings demonstrate that student learning of design theory and history can be enhanced when creative practice methods are employed within a critical studies context and that discourse in design education is no longer the exclusive domain of the written word.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherIntellect
dc.relation.ispartofpagefrom171
dc.relation.ispartofpageto186
dc.relation.ispartofissue2
dc.relation.ispartofjournalArt, Design & Communication in Higher Education
dc.relation.ispartofvolume16
dc.subject.fieldofresearchVisual Communication Design (incl. Graphic Design)
dc.subject.fieldofresearchCreative Arts, Media and Communication Curriculum and Pedagogy
dc.subject.fieldofresearchDesign Practice and Management
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchCommunication and Media Studies
dc.subject.fieldofresearchcode120307
dc.subject.fieldofresearchcode130201
dc.subject.fieldofresearchcode1203
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode2001
dc.titleLearning theory through doing: Applying design studio methods in the construction of an academic argument
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2017 Intellect Ltd . This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorMcAuley, Mike


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