ABSTRACT
This chapter provides an outline of scholarship of teaching and learning in art and design before going on to discuss signature pedagogies for art and design in more depth. An awareness of the audience and the social context underlie both fine art and design pedagogies, because the outputs are destined for the public domain. Research is fundamental because of the enquiry-based learning approach in the discipline, and there is a close relationship between academic research, the creative process, and professional activity, which prepares students by developing disciplinary ways of thinking in art and design. Through learning activities involving project briefs and learning environments that mirror practice situations, dialogic interactions in the studio make visible professional ways of thinking and acting. Along with the brief, which guides learning activities, the studio is also the site of the critique. Documenting one’s thought processes visually is a requirement in most art and design teaching situations, and is most often produced as a sketchbook.
