Creative Authenticity: A Framework for Supporting the Student Self in Design Education

Autor/inn/en	Vernon, Zachary; Paz, Analee
Titel	Creative Authenticity: A Framework for Supporting the Student Self in Design Education
Quelle	In: International Journal of Art & Design Education, 42 (2023) 1, S.6-15 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vernon, Zachary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1111/jade.12428
Schlagwörter	Creativity; Design; Teaching Methods; Constructivism (Learning); Learning Motivation; Metacognition; Learning Theories; Self Concept; Curriculum Development; Authentic Learning; Instructional Design; Cooperative Learning + Suchen Sie Ihr Suchwort? Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning theory; Lerntheorie; Selbstkonzept; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lesson concept; Lessonplan; Unterrichtsentwurf; Kooperatives Lernen
Abstract	This article introduces a pedagogical approach in design education referenced as creative authenticity. Creative authenticity is defined as an ongoing process of learning to create through intrinsically motivated, self-aware and self-affirming actions and rationales. The concept is grounded in Constructivist learning theory, Postmodernist views of pluralism and cultural position, Anthony Giddens' theory of reflexive identities, and scholarship on intrinsic motivation in learning. This ideology seeks to personalise the learning experience for each student in ways that are meaningful to their person, not just useful to the design industry, at large. This conversation proposes four samples of methodology by which to infuse creative authenticity into curriculum as a starting point for shaking off implicit biases; focusing on student learning and growth; initiating meaningful and empowering discussions; and redefining success through collaborative and participatory educational design. This work promotes teaching with creative authenticity as a foundation to help students realise their strengths through their ever-evolving identities. In a broader context, authenticity in education supports marginalised groups to see themselves, their histories and their experiences authentically reflected in their education and work. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01