Education in the New Millennium: The Case for Design-Based Learning.
This article focuses on current examples of project or design-based learning at the secondary school level in the context of the increasing importance of creativity and innovative thinking in the twenty-first century. The authors argue that students today learn more effectively in pedagogical practi...
| Published in: | International Journal of Art & Design Education Vol. 29; no. 1; pp. 54 - 61 |
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| Main Authors: | , |
| Format: | Article |
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Wiley-Blackwell
Feb2010
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=48584676&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 48584676 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Feb2010 vid: 29 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 48584676 10.1111/j.1476-8070.2010.01631.x ppf: 54 ppct: 7 formats: fmt: @attributes: type: P size: 90KB tig: atl: Education in the New Millennium: The Case for Design-Based Learning. aug: au: Lee, Hyun-Kyung Breitenberg, Mark affil: Adjunct faculty position at the Art Center College of Design in Pasadena, California. Provost at California College of the Arts in Oakland and San Francisco. su: Active learning Activity programs in art education Problem-based learning Audiovisual aids in art Curriculum planning Graphic arts education Art in education sug: subj: Active learning Activity programs in art education Problem-based learning Audiovisual aids in art Curriculum planning Graphic arts education Art in education ab: This article focuses on current examples of project or design-based learning at the secondary school level in the context of the increasing importance of creativity and innovative thinking in the twenty-first century. The authors argue that students today learn more effectively in pedagogical practices that emphasise holistic thinking, active learning, visual media and problem-solving. Design-based learning presents new ways for realising long-term goals and learning outcomes. The purpose of this article is to investigate best practices of design education in the community and to propose instructional resource examples on design to K-12 school teachers. This article points out the importance of systemised process for the work of design-based teachers and learners, addresses the study of design as a subject of investigation and a mode of inquiry that engages a variety of student learning styles and makes direct connections between subjects and problem-solving in daily life. Our belief is that the case studies explored in this article represent the seeds of a new model of education based on creative and applied learning. The exemplar communities chosen for onsite research are the education department of the Cooper-Hewitt National Design Museum in New York City and the Art Center College of Design in Pasadena, California, USA. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2010 holdings: @attributes: islocal: N |
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