| Volume 25 Special Issue 2.3 | October 7, 2024 |
‘Learning to be’ a Lighting Designer: 21st-century Lighting Design Education in the Constructionistic Learning Era; Incorporating Adult Learning Techniques in Lighting Design Curriculum
Christina Thanasoula
NKUA, Greece
Citation: Thanasoula, C. (2024). ‘Learning to be’ a lighting designer: 21st-century lighting design education in the constructionistic learning era; incorporating adult learning techniques in lighting design curriculum. International Journal of Education & the Arts, 25(si2.3). http://doi.org/10.26209/ijea25si2.3
Abstract
Professional lighting design education and practice have evolved immensely in the last 25 years. This article seeks to spotlight the constructionistic character of lighting education, presenting two case studies of ‘learning to be’ a lighting designer in the 21st century to prompt educators to reflect on ways to fine-tune their teaching to the ever-changing nowness. Drawing inspiration from relevant articles and critically reflecting upon personal teaching and learning experiences, I will highlight the importance of the constructionistic educational approach, where learning is a social activity, offering chances for common experiences, collaboration, and active participation in one’s learning. I will then suggest that adult education theories and teaching techniques can be easily remodeled for lighting education in order to reinforce its constructionistic character.
