Pedagogy for creative disciplines: implications for learning space design
This document discusses considerations for learning space design for creative disciplines. It suggests spaces should reflect pedagogical shifts toward connectivity with diversity, co-invention/co-creation with separation, leading and following, enhancing constraints and removal of inhibitors, and explaining less and welcoming error. Creative curricula may include theoretical frameworks, cultural history and theory, studio and creative practice, innovation, technical and professional skills and knowledge, and industry expectations. The document imagines students exploring the development of the human heart through dance using robotics interacting with medical imaging, and suggests learning spaces be versatile, adaptable, accommodate private, public and shared occupancy, consider proximity to other spaces, and enable connectivity.
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Pedagogy for creative disciplines: implications for learning space design
- 1. CRICOS Provider code 00301J PeDAGOGY IN CREATIVE DISCIPLINES Considerations for Learning Space Design CRICOS Provider code 00301J Kim Flintoff, Romana Martin, Tania BroadleyKim Flintoff, Romana Martin, Tania Broadley
- 2. VISUAL ARTS PERFORMING ARTS DESIGN ARTS Painting Sculpture Drawing Printmaking Photography Ceramics Pottery Dance Drama Music Live arts Theatre Choreography Circus arts Puppetry Fashion Architecture Digital design Jewelry Furniture 3D product design Set/scenery Lighting design Interior architecture Urban design User Interfaces Experience Design Interaction Design Industrial Design MEDIA ARTS LITERARY ARTS HYBRID ARTS Film TV Multimedia Video Computer games Audio Radio Visualisation Creative writing Poetry Song writing Script writing Computational Conceptual art Intelligent textiles Smart fashion Wearable technologies Biological arts Transformative arts Experimental arts Creative Disciplines?
- 3. Supporting Creativity Spaces should reflect pedagogical shifts • Connectivity with diversity • Co-invention/co-creation with separation • Leading and following • Enhancing constraints and removal of inhibitors • Explaining less and welcoming error McWilliam, E. and Dawson, S., 2008
- 4. Supporting Creativity Spaces should reflect pedagogical shifts • Connectivity with diversity • Co-invention/co-creation with separation • Leading and following • Enhancing constraints and removal of inhibitors • Explaining less and welcoming error McWilliam, E. and Dawson, S., 2008
- 5. Creative curricula? • Theoretical frameworks • Cultural History and Theory • Studio and creative practice • Innovation • Technical skills • Technical knowledge • Professional knowledge • Professional practice • Industry expectations/practice • Business/Arts management • Fine arts and applied arts distinctions INTERDISCIPLINARITY <> TRANSDISCIPLINARITY
- 6. What spaces are needed? IMAGINE: Students undertake to explore the development of the human heart through dance using robotics interacting with medical imaging of heart embryology, a living heart grown from stem cells and 3D printed hearts as various stages of development and at various scales serving as set and scenery in their performance which will be simultaneously live-cast to the world.
- 7. Dancing in a bioluminescent landscape
- 10. • Versatility – what else can they space do? • Adaptability – how does the space change? • Occupancy – private, public and shared? • Proximity – what spaces are nearby? • Connectivity – what connects and extends this space? Features of new learning spaces