Space and place: writing encounters self

Hind, Claire; Orr, Susan

doi:10.1386/jwcp.2.2.133/2

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…We have also chosen to spread responsibility for the content to our Writing-PAD centres and co-founders. Our first volume was aimed at giving an overview of the Writing-PAD effect across the sector and was co-edited by Lockheart and Wood, but since then the first two issues of volume 2 have been guest edited by Susan Orr and Claire Hind as a companion to their symposium, Writing Encounters within Performance and Pedagogical Practice, at York St John University (Hind and Orr, 2009; Orr and Hind, 2009). The articles reflect on how performance and writing can interact.…”

Section: Writing-pad: From Grass Roots To Global Concernmentioning

confidence: 99%

Writing purposefully in art and design

Melles

Lockheart

2012

Arts and Humanities in Higher Education

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In disciplines with long histories in higher education, academic literacies, including writing practices, are less contested than in newer academic fields such as art and design. The relatively recent incorporation of such fields and schools into the university sector has required these fields to create academic writing practices consistent with existing academic models or to justify their distinctive disciplinary practices. Recently, for example, much has been written about the distinctiveness of practice-based, reflective and creative written genres, such as the exegesis and the studio or practice based thesis, as the distinctive voice of art and design. However, such models have yet to gain broad acceptance in the higher education sector, where scientific (e.g. empirical research report) and humanities (e.g. essayist tradition) practices are far more familiar and of overarching significance. Similarly to the sciences and humanities, the field of art and design in fact names a broad grouping of communities of practice, e.g. graphic design, fine arts, fashion design, with a range of expectations regarding practice and writing. Whatever disciplinary consensus is reached regarding legitimate writing practices in art and design, it is important not to obscure these differences and make the same mistake that has hampered clarity in writing instruction for mainstream academic fields, a problem that is at the core of the academic literacies program for change and enlightenment. The Writing Purposefully in Art and Design Network (Writing-PAD) aims to support and disseminate the range of genres associated with writing in art and design. In the second part of this article, an account of the purposes, practices and scope of the Writing-PAD network demonstrates the characteristics of and consensus on forms of academic writing in art and design. Together with our introductory review we hope to promote discussion about the necessary balance of consensus and dissensus that art and design fields require to remain vibrant.

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Section: Writing-pad: From Grass Roots To Global Concernmentioning

confidence: 99%

Writing purposefully in art and design

Melles

Lockheart

2012

Arts and Humanities in Higher Education

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Poetic Suturing: The Value of Communal Reflextion in Self-Study of Teaching Experiences

Coogler

Melchior

Shelton

2022

Studying Teacher Education

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Arts education and writing as research and pedagogic practice: Critical perspectives in higher education or how we became the teachers yet to come

Paz

Caetano

2020

Art, Design &Amp; Communication in Higher Education

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Based on the educative proposal of Dennis Atkinson, this article discusses the written practices of two teachers who lecture for a Ph.D. in art education. The goal is to analyse the process of conceptual appropriation and curricular development over four consecutive years of this experience, in relation to both the pair of teachers and the students. Using a hybrid methodology, which combines autoethnography, self-study and the narratives of the teachers and the students, writing emerges as the main focus of the research, as it is an essential work instrument of the classroom, of the teachers’ personal reflection, and at the same time a spring that provides sources and means for its own analysis. It is through writing that one explores the appropriation of concepts as diverse as pedagogy of the event, real learning, intra-relation and intra-action, which leads to the process in which the teachers end up becoming the teachers yet to come.

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Space and place: writing encounters self

Cited by 3 publications

References 2 publications

Writing purposefully in art and design

Writing purposefully in art and design

Poetic Suturing: The Value of Communal Reflextion in Self-Study of Teaching Experiences

Arts education and writing as research and pedagogic practice: Critical perspectives in higher education or how we became the teachers yet to come

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