The Evolution of Art and Design Pedagogies in England: Influences of the Past, Challenges for the Future
Journal
International Journal of Art & Design Education
Date Issued
June 13, 2013
Author(s)
DOI
10.1111/j.1476-8070.2013.01753.x
Abstract
This article traces the historical evolution of
instructional methods in art and design education
in Britain to identify the influences that
inform current practices and compare the latter
against recent debates on what are design
education and designer in the context of the
global economy and the widespread use of
information and communication technologies
(ICTs). This evolution starts in the thirteenth and
fourteenth centuries with the master–apprentice
model of learning on a one-to-one basis.
Examination-dominated teaching and didactic
approaches prevailed up to the early twentieth
century. In the latter part of the twentieth
century, the entrance of art and design education
into academia ushered gradual changes to
pedagogy. The call for change has become
more prominent in the context of the global
knowledge economy.
instructional methods in art and design education
in Britain to identify the influences that
inform current practices and compare the latter
against recent debates on what are design
education and designer in the context of the
global economy and the widespread use of
information and communication technologies
(ICTs). This evolution starts in the thirteenth and
fourteenth centuries with the master–apprentice
model of learning on a one-to-one basis.
Examination-dominated teaching and didactic
approaches prevailed up to the early twentieth
century. In the latter part of the twentieth
century, the entrance of art and design education
into academia ushered gradual changes to
pedagogy. The call for change has become
more prominent in the context of the global
knowledge economy.
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