Art and Design Pedagogy in Higher Education provides a contemporary volume that offers a scholarly perspective on tertiary level art and design education. Providing a theoretical lens to examine studio education, the authors suggest a student-centred model of curriculum that supports the development of creativity.

The text offers readers analytical frameworks with which to challenge assumptions about the art and design curriculum in higher education. In this volume, Orr and Shreeve critically interrogate the landscape of art and design higher education, offering illuminating viewpoints on pedagogy and assessment. New scholarship is introduced in three key areas:

  • curriculum: the nature and purpose of the creative curriculum and the concept of a ‘sticky curriculum’ that is actively shaped by lecturers, technicians and students;
  • ambiguity, which the authors claim is at the heart of a creative education;
  • value, asking what and whose ideas, practices and approaches are given value and create value within the curriculum.

These insights from the perspective of a creative university subject area also offer new ways of viewing other disciplines, and provide a response to a growing educational interest in cross-curricular creativity. This book offers a coherent theory of art and design teaching and learning that will be of great interest to those working in and studying higher education practice and policy, as well as academics and researchers interested in creative education.

part 1|68 pages

Art and design education territories

chapter 1|16 pages


chapter 2|20 pages

Knowledge and knowing in practice

chapter 3|17 pages

The construction and meaning of value(s)

part 2|93 pages

Art and design education practices

chapter 5|17 pages

The sticky curriculum in art and design

Identity and engagement

chapter 7|18 pages

Realising the curriculum in art and design

The role of the project

chapter 8|17 pages

Art School evaluation

Process, product and person

chapter 9|20 pages

Drawing conclusions