Constructing pedagogy in a modern art school

Timi O'Neill

University of Wales Trinity Saint David, Dynevor Campus, Swansea, SA1 3EU; timi.oneill@uwtsd.ac.uk

23rd March 2016

Abstract

What is needed is a fundamental shift in the way we present material to students. We need an instructional approach that will equip students with real-world problem-solving skills plus, teach them the content they must master to be an educated person[1].

In this paper, the aim is to explore the use of social constructivism within a Contemporary Art School.  Arguing that learning within Art and Design is stronger as a social event, the Historical & Contextual Studies team at the Swansea School of Art (UWTSD) developed modules and delivery strategies   employing Vygotsky’s ‘Zone of Proximal Development’ (ZPD). The aim of which is to challenge the student to embrace students from outside their own practice areas in order to enhance the development of language skills and articulation of ideas that are central to learning and development within the 21st century.

 [1] Do You Want Your Students to Be Job-Ready with 21st Century Skills? Change Pedagogies: A Pedagogical Paradigm Shift from Vygotskyian Social Constructivism to Critical Thinking, Problem Solving and Siemens’ Digital Connectivism Dr Charles Kivunja1 (PhD) www.sciedu.ca/ijhe International Journal of Higher Education Vol. 3, No. 3; 2014 p.86