ERIC Number: EJ1392120
Record Type: Journal
Publication Date: 2023-Jan
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2544-7831
Towards a Pedagogical Model Applying Commedia dell'Arte and Art Workshops in Higher Education Design Studies
Haapaniemi, Heini; Leinonen, Teemu
Open Education Studies, v5 n1 Article 20220199 Jan 2023
This study introduces a pedagogical model: "the parallel co-inquiry cycles with performative inquiry for character related design" for higher education design studies that focus on characterization. The disciplines benefitting from cross-fertilization provided by the model include game design, fashion design, graphic design, theatre, and actor's art. Besides the model, the article discusses curriculum integration of a shared thematic denominator Commedia dell'Arte in higher education design studies. The model synthesizes progressive inquiry, drama pedagogical methodologies, and theories on theater with hands-on art workshops to create tangible and digital knowledge vessels for characterization. The research design relies on parallel co-inquiry cycles, participatory ethnography with elements from participatory design tradition. The model identifies three major components within the single 3E-inquiry cycles, namely exercise, experiment and experience. The entire process acquires complexity as each single inquiry cycle enters the next loop of Observe-Plan-Act-Reflect and more time and resources are allocated to the process. The pattern of action and reflection has an iterative cycle format in this model. Reflection has two distinguished purposes: first, to internalize reflective design and to become a reflective practitioner. Second, to see the importance of reflection as distancing oneself from the current process, to allow a reflective mind to linger on the process and learn from mistakes to turn them into assets. Reflection as a metacognitive skill has an all-encompassing purpose in both design and learning processes. The model distinguishes two types of knowledge vessels. Knowledge objects are abstractions that condense knowledge in the co-design process, whereas knowledge artifacts are concrete items, such as masks, outfits, and accessories in both digital and tangible formats. The model connects maker-culture, practice-based inquiry, and performative inquiry in the inquiry cycles. The drama method with performative inquiry acknowledges shared knowledge building in a collaborative, dialogical inquiry that fosters both argumentative and reflection skills.
Descriptors: Inquiry, Active Learning, Teaching Models, College Instruction, Integrated Curriculum, College Curriculum, Design, Drama Education, Experiential Learning, Workshops, Theater Arts, Foreign Countries, Games
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A