An introduction to the manifesto for illustration pedagogy: A lexicon for contemporary illustration practice
- Submitting institution
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Ravensbourne University London
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- MF02
- Type
- D - Journal article
- DOI
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10.1386/jill.5.2.207_1
- Title of journal
- Journal of Illustration
- Article number
- -
- First page
- 207
- Volume
- 5
- Issue
- 2
- ISSN
- 2052-0204
- Open access status
- Deposit exception
- Month of publication
- -
- Year of publication
- 2018
- URL
-
-
- Supplementary information
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- 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
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1
- Research group(s)
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-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- The paper was published by the Journal of Illustration (JOI) following a presentation at The Icon 10 Education Symposium & Illustration conference, hosted at Wayne State University, Detroit, USA, July 2018. in Volume 5, issue 3 - The ‘Theoretical Turn’ and pedagogy in illustration education.
The idea for the manifesto was realised during the research period for the book Illustration Research Methods (see other ref submission).
The manifesto articulates the agenda for the book Illustration Research Methods, namely to recognise discipline specific research methods) and project a wider philosophy for the study and practice of illustration. The content of the manifesto was drawn from a collective of like-minded academics, industry professionals and educators who Rachel and I recognized as informing our position.
The manifesto to expose the ideas promoted in the book through asking feedback from our peers.
The manifesto described a call for a more ambitious, concept and research led approach to illustration practice with emphasis on rigor and ethically conscious methods. The paper presents the manifesto with a contextualising introduction.
The paper was created over one year and was also informed by research conducted for the book Illustration Research Methods.
The content for the manifesto included feedback from a questionnaire sent to peers which asked the following:
• What is the most common hurdle you recognize the students are facing and what is the most
frequently imparted advice you offer?
• Are there particular theories, ideologies or criticisms, pedagogic or otherwise, you align with?
• What strategies for learning do you favour and why?
• What is the most inspirational teaching practice you have observed and why?
The responses were incorporated into the final manifesto. The paper presents the manifesto with a contextualising introduction.
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -