More eyes, different eyes

Leishman, Donna (2018) More eyes, different eyes. Journal of Illustration, 5 (2). pp. 191-205. ISSN 2052-0204

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Official URL: https://doi.org/10.1386/jill.5.2.191_1

Abstract

In this article I survey the current status quo in UK illustration education, and argue the case for a pragmatic and culturally porous approach to theory within illustration education. The pragmatic approach allows illustrators to see themselves as a form of social scientist, ethno/anthropologist, community activist or facilitator for change – a constructive move that directly mirrors broader diffuse changes in the design sector. The article ends by discussing notions such as the ‘public intellectual’ and ‘perspectival seeing,’ and concludes that as an international discipline the illustration community can offer much-needed new discourse and perspectives.

Item Type: Article
Uncontrolled Keywords: United Kingdom; digital media; education; illustration; multi-disciplinary; pedagogy; socially engaged practice
Subjects: W200 Design studies
X200 Research and Study Skills in Education
Department: Faculties > Arts, Design and Social Sciences > Design
Depositing User: Elena Carlaw
Date Deposited: 20 Jan 2020 12:43
Last Modified: 20 Jan 2020 12:45
URI: http://nrl.northumbria.ac.uk/id/eprint/41942

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