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Matthews, Miranda – International Journal of Art & Design Education, 2021
Responding to conditions of lockdown and social distancing since March 2020, the Centre for Arts and Learning (CAL) at Goldsmiths is researching how arts practice and creative processes can sustain an affective presence in digital learning environments. In this article I discuss our research into how artist educators and students have adapted to…
Descriptors: Art Education, Foreign Countries, Universities, Electronic Learning
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Matthews, Miranda – International Journal of Art & Design Education, 2021
Insistence on verbal literacy as a key skill occurs throughout education. There needs to be a greater awareness of literacy as a sensory capacity: creative voices are seen, heard and performed. I argue that all the senses form embodied understanding, and obstructing this flow can impede learning. This article questions how we can use embodied,…
Descriptors: Student Empowerment, Vocational Education, Ownership, Literacy
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Matthews, Miranda – International Journal of Art & Design Education, 2019
England and Wales since 2010, this article presents issues faced by teachers of art and design and their responses in practice. The current insistence on transparency in education emerges through policy that audits performativity, in a limiting skills bank. Practitioners in art and design are particularly affected by what I term 'the…
Descriptors: Artists, Art Teachers, Design, Teaching Methods
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Matthews, Miranda – International Journal of Art & Design Education, 2019
Learning in the arts has the potential to be a co-constructive means of inquiry for students, which enables experience of the self in relation to practice. This research explores a practice-based investigation of agency as self-definition, amid normative social constructions of the subject. The focus for data analysis is a project taught to BTEC…
Descriptors: Self Concept, Art Education, Design, Disadvantaged Environment
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Matthews, Miranda – International Journal of Art & Design Education, 2008
This study investigates how the dynamics of students' voice can be productively brought into teaching situations. I have researched the conditions required for constructive freedom of speech, within art education. I explored the potential for vocal peer assessment and for students' ownership of their educational experiences, for the…
Descriptors: Freedom of Speech, Action Research, Art Education, Artists