Design thinking in Art Education

Densign thinking in Art Education.

 The main concentration is:

What is Art Education?

What is Design thinking according to applicability to Art education?

What is Art Education?

Art education is a field of study for learning visual Arts, including Sculpture, Art production, painting, Architecture, Film making and other kinds of Art.

The type of learning Art studies is:

  1. Practice
  2. Theoretical knowledge
  3. Art Management

Art Education has the separation on the next characteristics:

School education

  • BA
  • MA
  • PhD

Professional development

What is Design thinking according to applicability to Art education?

Design thinking is a process for solving the problems or finding the decisions from the cloud of questions. 

Design thinking has the gain to define and answer the question what was in the beginning of the process. 

Specified the design thinking for the art education, the situation will be the next:

  • Analyse Art Education
  • Ask educators, students and teachers about their Education. Prepare Questionnaire and Interview (look at my blog and watch the interview (ELTE)).
  • Find the problems what should be solved.

Try to find the solutions and select one. Make a plan for realisation this solution. Here it’s a free choice of using the tools, for example it can be making-decision model.

Test this decision. 

Each situation what should be  sold through design thinking process named Design thinking case.

Let’s go to start this case.

Step 1. Analyse Art Education. For the beginning, the explanation of the characteristics and main concentrated points:

University of Fine Arts, Hungary, Budapest

Academic departments

  • Art History Department
  • Art Theory and Curatorial Studies Programs
  • Conservation Department
  • Department of Artistic Anatomy and Geometry and Projection
  • Graphics Department / Specialization in Graphic Arts
  • Graphics Department / Specialization in Graphic Design
  • Intermedia Department
  • Painting Department
  • Scenography Department
  • Sculpture Department
  • Visual Education Department
  • Doctoral Programme

Degrees: BA, MA, PhD

The structure of the programs

MA in Contemporary Art Theory and Curatorial Studies

Introductory Tier (first term) (12 credits)

Introduction into Contemporary Art Theory

Introduction into Curatorial Studies

Introduction into Research Methodology

Introduction into the Methodology of Contemporary Art Criticism

Main Tier (74 credits) 

Contemporary Art Theory I-II

Methods of Curatorial Practice I-III

Research Methodology and Academic Skills I-III.

The Methodology of Contemporary Art Criticism

Exhibition making I-IV

Internship 120 hours

Thesis and Degree Project

Mandatory Courses (with optional choices of 24 credits)

Curatorial Studies (Theory and Practice) I-II

Theory of Contemporary Art Seminar I-III

Contemporary Art (Methods, Historical forerunners) I-IV

Project Management of Contemporary Art Projects I-II

Mapping the Local I-II.

Legal Studies: Copy Right Law and Licensing Acts I-II.

Optional Courses (10 credits) 

Techniques of Representation I-IV

History of Architecture I-II

Photography )Practice) I-II

Geometry for Art I-II.

Sociology of Art I-II.

Psychology of Art I-II

Mapping the Local III-IV

Schedule

“The curriculum has three main modules: Techniques of representation, Exhibition Design and Curatorial Studies, Art Theory and Art History”.

Forms

Full-time program of study with work practice, lectures, outside events and etc.

Aims

To create the relation in Art theory

To get Writing and analytical skills

Communicate and represent important projects, research, exhibitions, and events.

Content

The ability to undertake professionally autonomous and relevant research on contemporary art practices

Associated critical and theoretical discourse

To analyze and mediate the practice of contemporary art

Learn the tools of scientific research and critique

To work in collaboration with the system of exhibition and art institutions in Hungary, as well as with artists, experts and other actors of the art scene

Examination

Testing, presentations, activity, 5.0 grade evaluation, A-FX/F, ECTS equivalents

Application procedure

motivation letter

a letter from the school that you are attending

curriculum vitae with passport photo attached

portfolio

documentation of works 

University of the Arts London, UAL, UK

Academic departments

  • 3D design and product design
  • Accessories, footwear and jewellery
  • Animation, interactive, film and sound
  • Architecture and spatial design
  • Business & management, and science
  • Communication and graphic design
  • Curation and Culture
  • Fashion business
  • Fashion communication
  • Fashion design
  • Fashion making and pattern cutting
  • Fashion styling and make up
  • Fine art
  • Illustration
  • Journalism, PR, media and publishing
  • Photography
  • Theatre, screen and performance design

Degrees: BA, MA, FdA

The structure of the programs

MA Graphic Media Design

Critical Perspectives and Methodologies

graphic design practice

the traditional and contemporary processes

letterpress

screenprint

photography

3D construction and bookbinding to 3D printing

laser-cutting

sound engineering.

history

theory

Design Enquiry and Definition

practice-led design methodologies and processes

readings and writings

professional understanding

the consolidation and realisation of the Major Project

Schedule

Discussed. Credit system.

Critical Perspectives and Methodologies (60 credits).

Collaborative Unit (20 credits).

Design Enquiry and Definition (40 credits).

Design Enquiry and Definition (continued).

Major Project (60 credits).

Forms

Subject Expertise

Distinctive Practice

Design Discourse, Research and Debate

Aims

Very active and effective practice-led research. Producing relevant and unexpected perspectives.

Content 

“A defining aspect of the postgraduate study is the independent, self-directed approach. The opportunity to expect to timetable and manage your own learning according to the ambition and intentions.”

Examination

to show a willingness to work as a team player, good language skills in reading, writing and speaking, the ability to work independently and be self-motivated

 critical knowledge of and enthusiasm

contextual awareness 

the project proposal with a description of the area of interest

portfolio should be conceptual and research-based

Application procedure

Apply through web site. Upload the documents:

personal details

qualifications

transcript

personal statement

portfolio

study proposal

personal statement

Step 2. Ask educators, students and teachers about their Education.

The target audience is the next:

students

teachers

Prepare the questionnaire and interview questions. 

The main target in building the questions is:

Understand the student’s and teacher’s needs

To analyse the educational programs

Weaknesses and strengths in education

The motivation by the students for making the educational programs 

Here, you can have a look to the interview with the students and profession.

Step 3. Find the problems what should be solved.

Searching the problems what can be in the next ways:

Brainstorming

Visual association (Rorschach test, abstract and realistic images, subjects). This variant can be individual or team. Take the picture according to the research theme, try to write or draw associations in 2-3 sessions for a few minutes, 3-5 min.

Asking « What if.. ». Try to look at the problem with different possible ways for solving the problems.

The set of questions for the team and personally to researcher.

Spontaneous ideas. Write and talk before thinking.

Discussions. 

Round table

Presentations

Evaluation of generated ideas

Analysis

Take the educational program from the each University and conside it

Conside the life-time for the educational class

Use the UX analysis

Take the role of student

Take the role of teacher

Obtain the life in the one time of one class and a few classes, compare it

Select the advantages and disadvantages of the each of classes

Find the problems

Step 4. Solutions.

Using the written already methods, build the possible ways for finding solutions

Making your personal problem-solving model

Use brainstorming results for selecting the solutions

Step 5. Testing.

Realise the solutions (organise the class, design the educational program and etc.)

Define the requirements for accepting the solution

Build the virtual model 

If solution isn’t suitable for realisation, go to step 3.

 

Alexandra Miracle

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