Details

Autor(en) / Beteiligte

• Koh, Joyce Hwee Ling,
• Kan, Rebecca Yen Pei,

Titel

Teaching and learning the arts in higher education with technology : vignettes from practice

Ort / Verlag

Singapore : Springer,

Erscheinungsjahr

[2021]

Beschreibungen/Notizen

• Intro -- Foreword -- Contents -- 1 Educating the Artist with Technology? -- 1.1 Educating the Artist -- 1.1.1 Technology as Disrupter -- 1.2 Technology-Enhanced Pedagogical Practices in the Arts at Higher Education -- 1.3 Purpose and Organisation of the Book -- References -- Part I Arts in Practice -- 2 Articulating Theatre Students' Conceptions of Movement in Body-Time-Space Through Video-Based Peer Critique -- 2.1 Introduction -- 2.2 Methodology -- 2.2.1 Study Participants and Course Context -- 2.2.2 Video-Based Peer Critique -- 2.2.3 Data Analysis -- 2.3 Findings -- 2.3.1 Research Question 1: Students' Perspective of "Body Time Space" in Performance -- 2.3.2 Research Question 2: Students' Reflection of Experiences -- 2.4 Discussion -- 2.5 Conclusion and Future Considerations -- References -- 3 Supporting Mental Practice with Digital Resources in Gamelan Performance A-Personal Narrative -- 3.1 Introduction -- 3.2 About Javanese Gamelan -- 3.2.1 The Instruments and Set-Up -- 3.2.2 The Performance -- 3.3 First Pedagogical Iteration-Instrument by Instrument -- 3.3.1 The Process -- 3.3.2 Reflection of First Iteration -- 3.4 Second Pedagogical Iteration-Technology as Resource -- 3.4.1 The Process -- 3.4.2 Reflection of Second Iteration -- 3.5 Third Pedagogical Iteration-Mental Practice with Technology -- 3.5.1 Stage 1: Hands-On Immersion -- 3.5.2 Stage 2: Understanding Ensembleship -- 3.5.3 Stage 3: Develop Ensembleship -- 3.5.4 Stage 4: Performing Independently -- 3.6 Discussion -- 3.6.1 Pedagogical Transformations -- 3.6.2 Technological Transformations -- 3.7 Conclusion and the Fourth Iteration -- References -- 4 Supporting Fashion Design Students' Metacognition During Patternmaking with Canvas™ Tools -- 4.1 Introduction -- 4.2 Methodology -- 4.2.1 Study Participants and Course Context -- 4.2.2 Blended Strategies for Supporting Metacognition.
• 4.2.3 Data Collection and Analysis -- 4.3 Findings -- 4.3.1 Research Question 1-Students' Perceptions of Metacognition -- 4.3.2 Research Question 2-Students' Application of Metacognition -- 4.4 Discussion -- 4.4.1 Considerations for Supporting Metacognition with Technology-Enhanced Pedagogies -- 4.4.2 Challenges of Integrating Metacognition for Skill-based Learning -- 4.5 Conclusion and Future Considerations -- References -- Part II Conceptual Understanding -- 5 Understanding Dance Production: Blending Learning from Online to Classroom to the Stage -- 5.1 Introduction -- 5.2 Methodology -- 5.2.1 Study Participants and Course Context -- 5.2.2 Design of the Blended Learning Experience -- 5.2.3 Data Collection and Analysis -- 5.3 Findings -- 5.3.1 Differences in Term Test Scores -- 5.3.2 Students' Confidence for Dance Production -- 5.3.3 Students' Conception of Dance Production -- 5.3.4 Students' Perceptions of Learning Experiences -- 5.4 Discussion -- 5.5 Conclusion and Future Considerations -- References -- 6 Culture, Media, and Self-identity-Supporting Students' Expression of Thinking with the OPINE Framework -- 6.1 Introduction -- 6.2 Methodology -- 6.2.1 Study Participants and Course Context -- 6.2.2 Supporting Explorations of Culture and Media with OPINE -- 6.2.3 Data Collection and Analysis -- 6.3 Findings -- 6.3.1 Research Question 1-Students' Application of Culture and Media Concepts -- 6.3.2 Research Question 2-Students' Self-identity with Respect to Culture and Media -- 6.4 Discussion -- 6.5 Conclusion and Future Considerations -- References -- Part III Products in Design -- 7 Developing Design and Media Students' Capacity for Design Rationalisation with Electronic Portfolios -- 7.1 Introduction -- 7.2 Methodology -- 7.2.1 Study Participants and Course Context -- 7.2.2 Supporting Design Rationalisation with ePortfolios™.
• 7.2.3 Data Collection and Analysis -- 7.3 Findings -- 7.3.1 Research Question 1-Development of Design Rationalisation Quality -- 7.3.2 Research Question 2-Student Experiences -- 7.4 Discussion -- 7.5 Conclusion and Future Considerations -- References -- 8 Creative Inquiry in Graphic Design: Studio Habits in an Integrated Arts Project -- 8.1 Introduction -- 8.2 Methodology -- 8.2.1 Study Participants and Course Context -- 8.2.2 SHoM and the Integrated Arts Project -- 8.2.3 Data Collection and Analysis -- 8.3 Findings -- 8.3.1 Research Question 1-Knowledge from Creative Inquiry -- 8.3.2 Research Question 2: Manifestations of Creative Inquiry through an Integrated Arts Project -- 8.4 Discussion -- 8.5 Conclusion and Future Considerations -- References -- Part IV Institutional Contexts -- 9 A Professional Development Workshop for Supporting Artist Educators' Creation of Technological Pedagogical Content Knowledge -- 9.1 Introduction -- 9.2 Methodology -- 9.2.1 Study Participants and Context of Professional Development Workshop -- 9.2.2 Pedagogical-Content Frame -- 9.2.3 Technological-Pedagogical-Content Frame -- 9.2.4 Implementation Frame -- 9.2.5 One-to-one Technology Mentoring -- 9.2.6 Data Collection and Analysis -- 9.3 Findings -- 9.3.1 Research Question 1-TPACK Approaches -- 9.3.2 Research Question 2-TPACK Approaches, Current Use of Learning Technologies, and Discipline -- 9.4 Discussion -- 9.5 Conclusion and Future Considerations -- References -- 10 Creating Institutional Technological Pedagogical Content Knowledge-A Case Study through the Eyes of an Educational Technology Support Unit -- 10.1 Introduction -- 10.2 Methodology -- 10.2.1 Case Context -- 10.2.2 Data Sources and Analysis -- 10.3 Findings -- 10.3.1 TK-driven Pathway -- 10.3.2 TCK-driven Pathway -- 10.3.3 TPK-driven pathway -- 10.3.4 Holistic Co-construction.
• 10.3.5 Context-Building Pathway -- 10.4 Discussion -- 10.5 Conclusion and Future Considerations -- References -- 11 Educating the Artist with Technology: COVID-19 and Beyond -- 11.1 Introduction -- 11.2 Technology-Enhanced Learning During COVID-19 and Lessons Learnt -- 11.2.1 Empathy -- 11.2.2 Online Spaces for Thinking and Personalised Learning -- 11.2.3 "Sensing" Through Formative Evaluation -- 11.2.4 Artful Demonstration -- 11.2.5 Fostering Personal Dexterity and Reflexivity for Technology as Artist Educators -- 11.2.6 Fostering Students' Technological Dexterity and Reflexivity -- 11.2.7 Institution-Specific Cultures of Technology-Enhanced Learning -- 11.3 Recommendations -- 11.3.1 Develop the Concept of "Phygital" Practice -- 11.3.2 Develop Hyper-Personalised Learning Spaces -- 11.3.3 Develop Analytics-Driven Approaches to Support Artistic Learning -- 11.3.4 Develop Technological Dexterity -- 11.4 Conclusion -- References.
• Description based on print version record.