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Thinking through making: What kinds of learning take place when HE students engage with creative arts technicians?

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Title: Thinking through making: What kinds of learning take place when HE students engage with creative arts technicians?
Authors: Cleary, Verity1 (AUTHOR) v.cleary@csm.arts.ac.uk
Source: Art, Design & Communication in Higher Education. Apr2026, Vol. 25 Issue 1, p7-26. 20p.
Subject Terms: *Reflective learning, *Technical education, *Student engagement, *Critical thinking, *Cognitive ability, *Higher education, Thematic analysis, Laboratory technicians
Abstract: Research suggests that technicians are teaching within their role: my study recognizes this learning as both critical and reflective. Structured around a hybrid methodology, including conversation, observation of the making stage, and interviews, the research captures the level of teaching and learning between an arts-based technician and sixteen students. The research shows that critical reflection occurs prior to the making process, during the 'doing' stage when reflection-in-action occurs, through material thinking and after the making process, during self-reflection. A critical thinking disposition and reflection gauge was created to identify themes and patterns, resulting in thematic analysis of the data. These interactions within the creative process highlight that much of the technical pedagogy occurs through material thinking or thinking through materials. By understanding the level of engagement, between technician and a student, we gain knowledge on this interaction and the level of teaching and learning occurring. Recognising this could lead to developments within the students' methods of learning within practice. [ABSTRACT FROM AUTHOR]
Copyright of Art, Design & Communication in Higher Education is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Thinking through making: What kinds of learning take place when HE students engage with creative arts technicians?
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  Data: <searchLink fieldCode="AR" term="%22Cleary%2C+Verity%22">Cleary, Verity</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> v.cleary@csm.arts.ac.uk</i>
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  Data: <searchLink fieldCode="JN" term="%22Art%2C+Design+%26+Communication+in+Higher+Education%22">Art, Design & Communication in Higher Education</searchLink>. Apr2026, Vol. 25 Issue 1, p7-26. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Technical+education%22">Technical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratory+technicians%22">Laboratory technicians</searchLink>
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  Data: Research suggests that technicians are teaching within their role: my study recognizes this learning as both critical and reflective. Structured around a hybrid methodology, including conversation, observation of the making stage, and interviews, the research captures the level of teaching and learning between an arts-based technician and sixteen students. The research shows that critical reflection occurs prior to the making process, during the 'doing' stage when reflection-in-action occurs, through material thinking and after the making process, during self-reflection. A critical thinking disposition and reflection gauge was created to identify themes and patterns, resulting in thematic analysis of the data. These interactions within the creative process highlight that much of the technical pedagogy occurs through material thinking or thinking through materials. By understanding the level of engagement, between technician and a student, we gain knowledge on this interaction and the level of teaching and learning occurring. Recognising this could lead to developments within the students' methods of learning within practice. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Art, Design & Communication in Higher Education is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192031035
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        Value: 10.1386/adch_00087_1
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        Text: English
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      – SubjectFull: Student engagement
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              Text: Apr2026
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              Y: 2026
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