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Sökning: WFRF:(Buhl Mie) > (2024)

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1.
  • 3D digital modelling in visual arts education
  • 2024
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • The following 3D Digital Modelling in Visual Arts Education forms part of the Tilde seriesand is based on collaboration in a project involving Aalborg University and College University Copenhagen (Denmark), the University of Gothenburg and Umeå University (Sweden).The project’s aim was to explore the learning potential held by 3D sculpting for art teachersby identifying new image-making processes in modelling and sculpting. Another aim wasto integrate the project’s outcome in didactics and teaching activities for teacher educatorsin visual arts connected to the subject area.The project was fnanced by EDDA Norden during 2021 and several seminars werearranged to present research in the subject area visual arts, 3D modelling, and use of technology. The results may be of particular interest to a wider audience in the research felds ofvisual arts education, multimodal learning designs, and teacher education. The publicationis based on presentations made at Aalborg University in Copenhagen during the autumn of2021 and at a symposium called 3D-sculpting: A Nordic Higher Education CollaborationProject at the NERA conference held in Oslo in the spring of 2023. 
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2.
  • Buhl, Mie, et al. (författare)
  • Digital 3D modelling as an expansion of the aesthetic repertoire for image-making practices. Concluding discussion
  • 2024
  • Ingår i: Tilde rapportserie. - 1103-8470. ; :Rapport nr. 20 : 3D Digital Modelling in Visual Arts Education, s. 74-85
  • Tidskriftsartikel (refereegranskat)abstract
    • The final text, “Digital 3D modelling as an expansion of the aesthetic repertoire for image-making practices. Concluding discussion”, is written by the editors. In this contribution, Buhl and Karlsson Häikiö reflect on the results of the project where 3D and sculpting occupy the centre of attention. They reflect on the didactic possibilities afforded by the use of CAD programs and 3D scanning, sculpting and printing, yet also the challenges that arise when manual and haptic modelling skills turn into coding skills when the modelling is digitally produced. Which skills are developed or needed to understand the transformation from manual to digital? This transformation is discussed from societal, cognitive and technological perspectives and with regard to visual arts education. What happens when digital technology enters teaching?
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