|Published online: May 18, 2015||$US5.00|
This paper examines the deep thinking processes involved in creating, and responding to, the visual in the domains of art and design. The particular views of two experts, one an educational theorist and educator in design history and the other, a practicing drawing artist and art and design educator discuss their highly developed research methodologies employed to understand visual creativity and analysis. Two approaches to visual research are discussed, the visual autobiography and the Visual Prototype Identity Model (VPIM) with particular emphasis on their use for developing expertise in art and design. This enquiry into the visual as research and the visual as a way of researching and learning resonant far beyond the visual arts domain and into many knowledge systems that might benefit from having another potent filter through which to examine data and to communicate findings. Through reflective practice (Schön, 1993), the two experts speculate about the implications that their individual and collective research has on higher education teaching and learning towards approaching visual research, creative practice and to the development of student’s critical thinking skills.
|Keywords:||Research Methodologies in Art and Design, Visual Autobiography, Expertise in Art and Design, Reflective Practice, Developing Critical Thinking Skills|
The International Journal of Learning in Higher Education, Volume 22, Issue 3, September 2015, pp.1-12. Article: Print (Spiral Bound). Published online: May 18, 2015 (Article: Electronic (PDF File; 1.086MB)).
Senior Lecturer, College of Fine Arts, The University of New South Wales, Sydney, NSW, Australia
Associate Dean - International, College of Fine Arts, University of New South Wales, Sydney, NSW, Australia