Art Attacks: Punk Methods and Design Education
- Submitting institution
-
University of the Arts, London
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 97
- Type
- C - Chapter in book
- DOI
-
-
- Book title
- Punk Pedagogies in Practice
- Publisher
- Taylor & Francis
- ISBN
- 978-1-1382-7988-9
- Open access status
- -
- Month of publication
- September
- Year of publication
- 2017
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
0
- Research group(s)
-
-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This book is the first of its kind to bring together chapters by a collection of international authors exploring possibilities, practices and implications of “punk pedagogies”, following a recent spike in interest and paper publications around this subject. The book takes readers on a journey exploring the ‘what’, ‘how’/’where', and ‘why’ of its subject area, presenting the chapters in three sections: 1) conceptualising and applying punk pedagogies; 2) punk pedagogies in classes and curricula; and 3) punk pedagogies as social and political activism.
Art Attacks: Punk Methods and Design Education addresses a key question in relation to art and design education and punk scholarship: How might punk offer a model for critical reflection on the conventions of visual communication and suggest practical strategies for graphic design educators, students and professionals? This chapter explores a range of punk conventions in theory and practice: do-it-yourself, a rejection of authority, rhetorical strategies including parody, pastiche and détournement, and their potential value within graphic design education. The evolution of punk is contextualised in relation to contemporaneous social, historical and cultural shifts, in particular, postmodernist theories of deconstruction and the ‘death of the author’. Changes within the graphic design profession in the 1970s and 1980s, largely driven by technological advances including desktop publishing and digital tools for design and reproduction, broadly coincided with the first wave of punk. The Further and Higher Education Act 1992 led to the academicisation of some previously craft-based and vocational programmes as art colleges were incorporated into the new universities, and debates surrounding the theories, principles and ethics of design practice took hold. A model of punk scholarship, along with a reflection on the nature of design education and training, informs this critique of pedagogy and practice.
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -