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Internationalizing the art school: What part does the studio have to play?

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Internationalizing the art school : What part does the studio have to play? / Caldwell, Elizabeth Frances; Gregory, Jodi.

In: Art, Design and Communication in Higher Education, Vol. 15, No. 2, 01.10.2016, p. 117-133.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Caldwell, EF & Gregory, J 2016, 'Internationalizing the art school: What part does the studio have to play?', Art, Design and Communication in Higher Education, vol. 15, no. 2, pp. 117-133. https://doi.org/10.1386/adch.15.2.117_1

APA

Caldwell, E. F., & Gregory, J. (2016). Internationalizing the art school: What part does the studio have to play? Art, Design and Communication in Higher Education, 15(2), 117-133. https://doi.org/10.1386/adch.15.2.117_1

Vancouver

Caldwell EF, Gregory J. Internationalizing the art school: What part does the studio have to play? Art, Design and Communication in Higher Education. 2016 Oct 1;15(2):117-133. https://doi.org/10.1386/adch.15.2.117_1

Author

Caldwell, Elizabeth Frances ; Gregory, Jodi. / Internationalizing the art school : What part does the studio have to play?. In: Art, Design and Communication in Higher Education. 2016 ; Vol. 15, No. 2. pp. 117-133.

Bibtex

@article{26778cbcb01642d5bc03ccd3e230ce40,
title = "Internationalizing the art school: What part does the studio have to play?",
abstract = "Art, Design and Architecture (ADA) education has a number of distinctive features, including the use of the studio as a locus for an interactive approach to teaching and learning. This article explores the concept of {\textquoteleft}internationalization{\textquoteright} and uses it as a basis to explore the pedagogies found in ADA from an intercultural perspective. The study involved staff and international students participating in focus groups and workshop events to share their experiences of teaching and learning in ADA. We found that ADA pedagogies provide a number of specific opportunities and challenges for internationalization. Positive aspects include the social nature of the studio facilitating the development of independent learning and critical skills. However, the issues raised were the lack of value placed on the development of IT/technical skills and language proficiency. We suggest that there is much that ADA pedagogies have to offer on the debate on internationalization.",
keywords = "internationalization, international students, pedagogy, art, design, architecture ",
author = "Caldwell, {Elizabeth Frances} and Jodi Gregory",
year = "2016",
month = oct,
day = "1",
doi = "10.1386/adch.15.2.117_1",
language = "English",
volume = "15",
pages = "117--133",
journal = "Art, Design and Communication in Higher Education",
issn = "1474-273X",
publisher = "Intellect Publishers",
number = "2",

}

RIS

TY - JOUR

T1 - Internationalizing the art school

T2 - What part does the studio have to play?

AU - Caldwell, Elizabeth Frances

AU - Gregory, Jodi

PY - 2016/10/1

Y1 - 2016/10/1

N2 - Art, Design and Architecture (ADA) education has a number of distinctive features, including the use of the studio as a locus for an interactive approach to teaching and learning. This article explores the concept of ‘internationalization’ and uses it as a basis to explore the pedagogies found in ADA from an intercultural perspective. The study involved staff and international students participating in focus groups and workshop events to share their experiences of teaching and learning in ADA. We found that ADA pedagogies provide a number of specific opportunities and challenges for internationalization. Positive aspects include the social nature of the studio facilitating the development of independent learning and critical skills. However, the issues raised were the lack of value placed on the development of IT/technical skills and language proficiency. We suggest that there is much that ADA pedagogies have to offer on the debate on internationalization.

AB - Art, Design and Architecture (ADA) education has a number of distinctive features, including the use of the studio as a locus for an interactive approach to teaching and learning. This article explores the concept of ‘internationalization’ and uses it as a basis to explore the pedagogies found in ADA from an intercultural perspective. The study involved staff and international students participating in focus groups and workshop events to share their experiences of teaching and learning in ADA. We found that ADA pedagogies provide a number of specific opportunities and challenges for internationalization. Positive aspects include the social nature of the studio facilitating the development of independent learning and critical skills. However, the issues raised were the lack of value placed on the development of IT/technical skills and language proficiency. We suggest that there is much that ADA pedagogies have to offer on the debate on internationalization.

KW - internationalization

KW - international students

KW - pedagogy

KW - art

KW - design

KW - architecture

U2 - 10.1386/adch.15.2.117_1

DO - 10.1386/adch.15.2.117_1

M3 - Journal article

VL - 15

SP - 117

EP - 133

JO - Art, Design and Communication in Higher Education

JF - Art, Design and Communication in Higher Education

SN - 1474-273X

IS - 2

ER -