Disruptions Encouraged: Ubiquitous Technologies and Teaching Complex Studio Processes

Abstract

AbstractTeaching complex studio processes requires methods beyond linear step‐by‐step instruction and methods more consistent with authentic studio practices. Instructors have to be able to deconstruct their own decision‐making processes, processes that have become somewhat automatic through experience, and then use this insight to anticipate how learners with less experience might respond when presented with a similar series of creative dilemmas. The author outlines a project in which pre‐service art teachers in a secondary methods course employ technology‐mediated methods, i.e. graphic organisers, instructional videos and online learning guides, to better understand complex studio processes and how to teach those processes through ubiquitous technologies The qualities of this work became evident during the 2020 coronavirus (COVID‐19) pandemic and consequent school closures, when the pandemic presented teacher preparation programmes with a unique challenge in how to negotiate pre‐service teaching practicums in a semester where students did not have ready access to a secondary art classroom.