The poster session as fusing theory and practice in art and design education: exhibiting an occluded genre
Thomas, Peter and Lees-Maffei, Grace (2018) The poster session as fusing theory and practice in art and design education: exhibiting an occluded genre. Journal of Writing in Creative Practice, 11 (2) . pp. 233-259. ISSN 1753-5190 [Article] (doi:10.1386/jwcp.11.2.233_1)
PDF - Final accepted version (with author's formatting)
Official URL: https://doi.org/10.1386/jwcp.11.2.233_1
While the academic poster has been used extensively in the sciences, its particular pertinence in art and design education remains unrecognised. Posters (outputs) and the poster sessions which accompany them (processes) form an 'occluded genre' in design education. The secondary literature about academic posters is typically 'how-to' rather than pedagogical analysis. We identify the benefits of using posters in design education, whether as formats for 'regenring' the conventional contextual studies essay, or as iterations towards essay work which draw on the skills students are developing in their design briefs and thereby bridging theory and practice, and accommodating diversity. Based on our pedagogical research in the UK and the Netherlands, this article reflects on how students respond to the benefits of the poster, and the poster session, and provides teachers with a clear rationale for their increased use in design education.
A. > Learning Enhancement Team (LET)
Notes on copyright:
The author's accepted manuscript is made available in accordance with Intellect's Green Open Access policy (http://www.intellectbooks.com/open-access). The final published version is available in: Journal of Writing in Creative Practice,
Volume 11 Number 2, doi: 10.1386/jwcp.11.2.233_1. © 2018 Intellect Ltd.
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https://eprints.mdx.ac.uk/id/eprint/26184