Scholar

Pedagogies in the Visual Domain

By: Arianne Rourke   Vaughan Rees   Kim Snepvangers  

This paper anticipates the launch of an inaugural “Curated Series” within the Common Ground Research Network: Transformative Pedagogies in the Visual Domain and contains eight books with visual propositions for learning driving innovation and a substantial Community of Practice. The series statistics required a visually intelligent way to see the big data implications of this new publication comprising: 2 Series Curators, 18 Editors, 163 Authors, 21 Countries and 98 Educational Institution. The series is a salient example of internationally inclusive mentoring across countries and institutions. The Series Curators and a co-editor will present this global contribution of so many authors and editors, through data visualisation. The curators, editors and authors geographical location and associated institutions offered the opportunity to present visually the numerical and locality data generated by the authorship of this book series. Graphic designers working with the Series’ Curators, visually mapped the global reach and the critical mass of the authorship. A graphic language of colour saturation and intensity, organic and mechanical shapes, structuring and focusing lines and the relationship between these elements (influenced by Russian artist Wassily Kandinsky 1866-1944, 1923 painting, Circles in a Circle) present the visual overview and acts as a basis for the various coloured and cropped versions that are printed on the covers of the eight books. Visualisation is the premise underlying the series and so the significance of the cover design and related design identities is that it seeks to overcome barriers to connectivity and the complex nature of collaboration.

Visual, Pedagogy, Data, Visualisation, Global, Authorship, Higher, Education
2018 Special Focus - Artificial Images and Visual Intelligence: Seeing in the Age of Big-Data
Paper Presentation in a Themed Session



Dr. Arianne Rourke

Australia
Australia

Dr Arianne Rourke is a Senior Lecturer in Art & Design at the University of New South Wales, Sydney, Australia. She teaches design history and theory and co-ordinates the internships and research paper courses in the Master of Curating and Cultural Leadership. Her research is in Cognitive Load Theory, visual literacy, learning style modalities, expert/novice differences and online teaching and learning. Dr Rourke has widely published her experimental researching in teaching and learning in higher education. She holds the following degrees: BA(Vis.ARts), AMCAE; BEd(Art), SCAE; MA(History), UNSW; MA(hons) Macq; MHEd, UNSW; MPhil(HE), UNSW and EdD.UNSW.


Dr. Vaughan Rees

Dr Vaughan Rees is an Associate Professor in the Faculty of Art & Design, the University of New South Wales, Sydney, Australia. He is a practicing artist and design educator with nearly forty years of experience teaching at secondary schools and universities. His research focuses on Visual Autobiography as both an artistic outcome and as a research methodology. The dominant medium of his art practice is drawing and recently he has been exploring the notion of place, travel, personal consumption and global transformation. Dr Rees has exhibited in Australia, Canada, Singapore and the United States of America. He co-authored the successful book series, Artifacts published by McGraw-Hill and was awarded an Australian Book Publishers’ Award for the first book in the series.



Dr. Kim Snepvangers

Director, Faculty of Art & Design, UNSW Sydney: Art & Design


Associate Professor Kim Snepvangers is a UNSW Scientia Education Academy Fellow and Director: Professional Experience & Engagement Projects at UNSW Sydney: Art & Design. She was recently awarded the inaugural International Society for Eduaction through Art (InSEA) Award for Excellence in Research in Education through Art (AEREtA), at the InSEA European Congress in Aalto University in Helsinki, FInland. As the recipient of a 2016 UNSW Strategic Educational Fellowship Grant (SEF#3) titled New Approaches to the Development of Professional Identity through Independent Critical Reflection her research interweaves creative and professional leadership contexts. In hprevious role as Head, School of Art History & Art Education (2005-2013) she managed the strategic direction of art & design education and art history & theory which gained a maximum 5 star rating in ERA. Recent leadership roles comprise: Convenor of the Arts Education Research Practice Special Interest Group (AERPSIG within AARE); HDR Supervisor; Visiting Scholar Penn State; Editorial Board Australian Art Education and recipient of two Art & Design Innovation Grants.