Tag Archives: Ken Baynes

BREXUCATION (by Ken Baynes)

If Brexit means Brexit, does education mean education? Or, to put the equation differently, what does Brexit mean for education? And, even more important, what can education do for Brexit? I’d say ‘a lot’ but perhaps not in the way understood by politicians. There seems to be quite remarkable agreement on the required national response […]

Continue Reading Comments ( 3 )

Window of Opportunity (by Ken Baynes)

Back cover

It seems very clear that something is seriously amiss in what might be called ‘cultural’ education. We have already reviewed the manifestos from NSEAD and the Crafts Council. Now we have a substantial report on the wider value of culture and the importance of cultural education. It comes from the Warwick Commission set up by […]

Continue Reading Comments ( 0 )

Perfect Misfits and Webinars

In December Ken Baynes and Eddie Norman were invited to speak (via Skype) at the Principals Meet that is held annually at DSK International Campus (www.dsksic.com), Pune in India to discuss the importance of creative careers in the 21st Century. The topic for discussion was ‘The Perfect Misfits’, so clearly irresistible to us. Mr. Ninad […]

Continue Reading Comments ( 1 )

Manifestations (by Ken Baynes)

It can’t be often that art, craft and design education are the subject of two important manifestos. But the Crafts Council and the National Society for Education in Art and Design (NSEAD) both marked the end of 2014 by issuing policy statements. Both are essential reading for anyone interested in design research or design education. […]

Continue Reading Comments ( 0 )

Better Together? (by Ken Baynes)

Much progress has been made since the astonishing Draft Proposals for Design and Technology in the English National Curriculum were published in 2013 and LDP responded by rapidly publishing Design Education: A Vision for the Future with the help of many of our friends. In the last few weeks, we have been reading two documents […]

Continue Reading Comments ( 0 )

Gill Hope reviews ‘Graphicacy and Culture: Refocusing on visual learning’

Design and Technology Education: an international Journal, 19(3),  October 2014, pp.73-74 I was delighted to be asked to review Xenia Denos’ book, based as it is on the literature review of her Ph.D. thesis for which I was external examiner. In turn, I was honoured to be asked to perform this role, as I had followed […]

Continue Reading Comments ( 0 )

Andrew Mutter reviews ‘Design: Models of Change’

AD, The National Society for Education in Art and Design magazine, Summer 2014, Issue 10, p.27             This book contains a wide range of thoughts about the impact of designerly thinking on people’s lives and the environment. Many of the chapters focus on the development of mental models and their […]

Continue Reading Comments ( 0 )

An Iterative Model of Designing

If you have an interest in design education, then you’re likely to have already read the Department for Education’s Design and Technology Draft GCSE Subject Consultations. Responses are due by 20 November.  I read through the document and was initially left feeling quite comfortable, rather unchallenged, in fact I thought I quite liked it in […]

Continue Reading Comments ( 2 )

‘Not in Plain Covers’ by Ken Baynes

I suppose book covers are considered a minor area of design and illustration. Minor but memorable. The first I remember was wrapped round The Wonder Book of Railways. It showed the driver’s view along the boiler of a Southern Railway locomotive. Memorable because at ten years old that was exactly where I wanted to be! […]

Continue Reading Comments ( 0 )

Thinking through Drawing

  Thinking through Drawing 2012 was an interdisciplinary symposium on drawing, cognition and education held at the Wimbledon College of Art from 12-14 September 2012.  It focused on ‘Drawing in STEAM’ as this quotation from the organisers indicates. ‘How is drawing used within and between STEM disciplines (Science, Technology, Engineering, Maths)? What is the relationship […]

Continue Reading Comments ( 0 )