Link to Issue 18
Networks
Networks was established in 2007 by the Art Design Media Higher Education Academy Subject Centre, based at the University of Brighton and funded by the UK higher education funding councils. Networks is an online publication written by, and distributed free of charge amongst, colleagues involved in higher education teaching and learning in art, design and media subjects.Networks aims to:
- Support a network of colleagues involved in higher education in art, design and media subjects;
- Help share knowledge between colleagues working in UK art, design and media higher education;
- Promote and share effective practice in learning and teaching.
Readers tell us that the news, features, case studies, projects and reviews impact on their teaching practice in positive ways. Many contributors use Networks to share their research with a broad audience where it can have genuine impact.
Networks has been published quarterly with contributions from colleagues working in UK-based art, design and media HE. Issue 18 is the last published in the current form but watch this space for future developments.
Editors' choice
A selection of articles from our latest issue.
Storytelling, Advertising and Paradigm Fusion
Feature
‘The art of storytelling in the modern age is fundamentally important. So, how we create stories for a screen-based culture is vitally important to master’ (Hegarty, 2011, p.96-97).
This paper explores the potential benefit of fusing aspects of creative writing with the curriculum of the BA Creative Advertising programme (BACAP) at Leeds College of Art (LCA) in order to address Sir John Hegar...
David Reid Anderson, Leeds College of Art
Towards an ontology of the studio tutorial
Feature
This paper reflects on the critical nature of the studio tutorial from the perspective of the teaching and learning experience. It substantiates its argument by refuting a discernible view that art practice (and hence its criticism) is ‘subjective.’ To do so, it co-opts aspects from philosophy and the psychoanalytic tradition to explain how a student’s work represents an ontologically existenti...
Robert Clarke, University of Huddersfield
Collaborative discovery across disciplinary divides: promoting interdisciplinary learning via student-led extracurricular art/science research and practice
Feature
This article is based upon a recent interdisciplinary pedagogic research project – ‘Broad Vision: The Art & Science of Looking’ – which explored the perception and interpretation of microscopic worlds, whilst simultaneously investigating the potential benefits and challenges of working across disciplinary divides within a university. The authors reflect upon the different roles undertaken by st...
Silke Lange and Joshua Dinsmore, University of Westminster
Stories & Streams: overcoming the student as consumer mindset through peer-to-peer learning
Case study
Stories & Streams’ is a case study in delivering student-led, problem-based and peer-to-peer media education. The case study focuses on an experimental teaching and learning programme in which two groups of students, working towards different learning outcomes, negotiate their learning in a common problem space.
This structure was proposed as a way of addressing issues of motivation and enga...
Jon Hickman and Paul Bradshaw, Birmingham City University and Jennifer Jones, University of the West of Scotland
Storytelling, Advertising and Paradigm Fusion
Feature
‘The art of storytelling in the modern age is fundamentally important. So, how we create stories for a screen-based culture is vitally important to master’ (Hegarty, 2011, p.96-97). This paper explores the potential benefit of fusing aspects of creative writing with the curriculum of the BA Creative Advertising programme (BACAP) at Leeds College of Art (LCA) in order to address Sir John Hegar...
David Reid Anderson, Leeds College of Art
Towards an ontology of the studio tutorial
Feature
This paper reflects on the critical nature of the studio tutorial from the perspective of the teaching and learning experience. It substantiates its argument by refuting a discernible view that art practice (and hence its criticism) is ‘subjective.’ To do so, it co-opts aspects from philosophy and the psychoanalytic tradition to explain how a student’s work represents an ontologically existenti...
Robert Clarke, University of Huddersfield
Collaborative discovery across disciplinary divides: promoting interdisciplinary learning via student-led extracurricular art/science research and practice
Feature
This article is based upon a recent interdisciplinary pedagogic research project – ‘Broad Vision: The Art & Science of Looking’ – which explored the perception and interpretation of microscopic worlds, whilst simultaneously investigating the potential benefits and challenges of working across disciplinary divides within a university. The authors reflect upon the different roles undertaken by st...
Silke Lange and Joshua Dinsmore, University of Westminster
Stories & Streams: overcoming the student as consumer mindset through peer-to-peer learning
Case study
Stories & Streams’ is a case study in delivering student-led, problem-based and peer-to-peer media education. The case study focuses on an experimental teaching and learning programme in which two groups of students, working towards different learning outcomes, negotiate their learning in a common problem space. This structure was proposed as a way of addressing issues of motivation and enga...
