ImagINe: A Design-led Intervention to Primary Schools Art Education

By Diana Tanase, Michela Carlini and Giovanna Marton.

Published by The International Journal of Design Management and Professional Practice

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Today’s curriculum focuses on literacy and numeracy, and leaves visual literacy behind. Art education lessons are often just a sum of activities centered on looking at art or the production of some drawings. Overall, art classes are being treated as less important than real sciences classes in building a useful skillset for the future.
What if, as designers, we set out to change art education and intervene to create and shape a digital artifact, where learning and teaching is about engaging with art, using it as a trigger for the natural propensity of children to storytell. This research is not about a new drawing tool, but about creating a digital medium that nurtures expression of thoughts and emotions that account for individual reasoning mechanisms (analogies, metaphors, metonymies) and inner cognitive representations.

Keywords: Design Management, Participatory Design, Knowledge Management

The International Journal of Design Management and Professional Practice, Volume 11, Issue 2, pp.1-10. Article: Print (Spiral Bound). Article: Electronic (PDF File; 824.419KB).

Dr. Diana Tanase

Web Technologist, School of Design, Royal College of Art, London, UK

Michela Carlini

Designer and Branding Consultant, Passaggi Digitali, Bolzano, Italy

Giovanna Marton

IUSVE - Istituto Universitario Salesiano Venezia, Venice, Italy