ABSTRACT
This chapter explores the impact of arts pedagogy on the process of designing for learning, not just for the arts but for all subject areas. Given that educational thinking is largely derived from social scientific perspectives, the authors ask whether approaches valued in the arts – especially criticism and aesthetics – can provide equally valid perspectives from which to examine the new media artefacts that are central to pedagogy in the digital age. They also open up the question of how design for learning, as a creative practice, can learn from other creative subjects that are taught in our universities and colleges.
