Textile Design and Pedagogical Approaches: Art Education

2011-2012 Winter Term

Joanne Knight

The relevancy of textiles in contemporary society and the responsibilities of sustainble design is a central focus of this course as well as the exploration of students personal histories in relation to textiles. In these examples students deconstructed existing garments and through the application of both traditional and non-traditional textile methods to create new designs. Throughout the course students incorporate their understanding of textile design in relation to pedagogical principles in art education.

Art - Elementary: Curriculum and Pedagogy

Done in the Fall term of EDCP301/103, this project is quite hybrid as it emerged out of a series of field trips and inquiries. At first, we visited the Beatty Biodiversity Museum at UBC and looked at the various modes of display: the scientific nomenclature, the jars and labels, the informative texts, the small dioramas, etc. We also went to the Belkin Art Gallery at UBC and discovered the work of Luis Camnitzer and his conceptual art strategies such as the use of language, displacement and the play of signs. We also noted how humour was present in his very witty and clever works. The general theme of our project is the environment and just sustainability. Exploring the serious mode of rigorous and scientific display, the students address complex and serious concerns of today but the tone is that of irony and wit, strange displacements and telling metaphors.

Visual Arts for Classroom Practice: Textile Design

Visual Arts for Classroom Practice: Printmaking Practices and Processes

Through involvement in studio practices and processes and a critical engagement with selected art education literature, students in this course developed an awareness and commitment to art as a form of visual inquiry, a means of knowing, and a way of being in the world.

The relevancy of textiles in contemporary society and the responsibilities of sustainble design is a central focus of this course as well as the exploration of students personal histories in relation to textiles. In these examples students deconstructed existing garments and through the application of both traditional and non-traditional textile methods to create new designs. Throughout the course students incorporate their understanding of textile design in relation to pedagogical principles in art education.

Textile Design and Pedagogical Approaches: Art Education

2010-2011 Winter Term 1

Joanne Knight

The relevancy of textiles in contemporary society and the responsibilities of sustainble design is a central focus of this course as well as the exploration of students personal histories in relation to textiles. In these examples students deconstructed existing garments and through the application of both traditional and non-traditional textile methods to create new designs. Throughout the course students incorporate their understanding of textile design in relation to pedagogical principles in art education.

The course, ARTE 425, provides a laboratory setting in which educators may explore and analyze art education practices and children’s responses to them.  Pre-service and practicing teachers enrolled in this course will consider and discuss issues in children’s artistic growth, development, and learning; contribute to the planning, instruction, and facilitation of children’s verbal and visual responses to art works and art activities; record and reflect on their own teaching practice as well as on specific children’s art production and art learning; and devise a display of children’s work that reveals processes and intentions as well as products.