Balance, Depth, and Beyond: Tapping into Design Thinking in Art Education

By Delane Ingalls Vanada.

Published by The International Journal of Arts Education

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The arts in education can do more to develop dispositions for success and socially responsible action in our future artists, innovators, and leaders of tomorrow. In order to be a highly effective teacher-leader of art and design, it is proposed that the development of creativity and innovation must be balanced with analytical thinking and practical wisdom. Twenty-first century learning demands that teachers become designers of classroom environments and curricula that enable students to develop their full capacities as human beings, while tapping into a balance of their creative, analytical and practical entrepreneurial skills and mindsets. Artist-teacher-leaders must also capitalize on students’ abilities for connection making, inquiry, and self-direction to foster their future social-emotional strengths and dispositions. When more focused on the development of students’ creative process skills and responsibility, art and design education may be better positioned to foster empathic, interdisciplinary 21st-century skills and habits of mind success. In this aim, the marriage of design thinking strategies and learner-centered pedagogies serve as catalysts of change in the visual arts.
This paper reports on research and theoretical frameworks of successful intelligence and balanced intelligence that support innovative and currently implemented programming in a U.S. undergraduate and graduate teacher training program.

Keywords: Art Education, Teaching and Learning, Dispositions, Design Thinking

The International Journal of Arts Education, Volume 10, Issue 1, March 2015, pp.1-14. Article: Print (Spiral Bound). Article: Electronic (PDF File; 659.846KB).

Dr. Delane Ingalls Vanada

Assistant Professor of Art and Art Education, Art and Art History, Art and Architecture, University of North Carolina at Charlotte, Charlotte, NC, USA

Delane Ingalls Vanada received her Ph.D. from the University of Denver, researching quality and balanced thinking in arts classrooms. She is a professor at the University of North Carolina at Charlotte, teaching graduate and undergraduate students in Art Education and Visual Studies. She has extensive experience as PreK-20 teacher and administrator, overlapping with her career in fashion design and illustration. Delane’s M.Ed. is from Lesley University in the Arts in Learning.She is also a painter, metalsmith, and textile designer. Her research interests are in the areas of creative, critical, and practical skills and dispositions (balanced intelligence), fostering learner-centered environments, and the role of the arts in building students' capacity for success in learning and 21st century life.