Leishman, Donna (2018) More eyes, different eyes. Journal of Illustration, 5 (2). pp. 191-205. ISSN 2052-0204
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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 |
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| 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: | 31 Jul 2021 20:04 |
| URI: | http://nrl.northumbria.ac.uk/id/eprint/41942 |
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