Critically reflective practice in visual communication design teaching for higher education undergraduate program
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Critically reflective practice in visual communication design teaching for higher education undergraduate program Anwer Ali1 Accepted: 25 September 2020 © Springer Nature B.V. 2020
Abstract The study explores the impact of critical reflection on visual communication design teaching for undergraduate programs in Pakistan. Critical reflection is a self-initiated thinking tool with practical implications to improve teaching and professional practices. The qualitative phenomenological research included teachers and practitioners from the private and public sector, art and design institutions to learn about reflective practices in their lived experiences. Participants shared their teaching processes, experiences, critical incidents, and personal and social influences to analyze the significance of the critically reflective practice. Four significant themes emerged from the data; participants’ perception of critically reflective practice, its methods, significance and challenges. Critically reflective practice is a collective process and the insights gained from this process help teachers and professionals to transform and break routinized practices. It is not limited in its process and methods, for most of the participants, a suitable time for reflection is between semesters. Students’ assessment and design project evaluation is also a good time to reflect on teaching and learning. Though challenges in critically reflective practice are multifaceted external factors play a vital role in the development of critically reflective practice culture in academic institutions. Within the given research settings the study holds ample opportunities to explore critical reflection in visual communication design education. Keywords Critical reflection · Visual communication · Design · Teaching and phenomenology
Introduction Critical thinking, logical reasoning and questioning one’s assumptions are an important aspect of education. Generally, Higher education (HE) in Pakistan has multiple challenges and design education is not exempted; lack of self-critique, critical pedagogy and theoretical knowledge are some examples. Since its creation number of universities in Pakistan have been increased, but the quality of HE has not improved sufficiently (Hoodbhoy 2009).
* Anwer Ali [email protected] 1
School of Art, Design and Architecture (SADA), University of Gujrat (UOG), Gujrat, Pakistan
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The British colonials introduced art and design education in the Indian subcontinent to meet their rapidly expanding industrial ambitions (Kantawala 2012). Education that lacked critical thinking, concept development, philosophy, or history, students were taught imitation techniques in art and design. The prime objective of art and design education was skill development. The asymmetrical emphasis towards practical knowledge over theory, research and critical analysis is still visible in art and design education in Pakistan. Teaching is a challenging profession it entails a constant effort to update one’s knowledge
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