Papers by Eric Francis Eshun
This paper is an exploratory study on the use of criticism as pedagogical tool in Communication D... more This paper is an exploratory study on the use of criticism as pedagogical tool in Communication Design studio to support creative development. The quantitative research method was used to explore the role of the teacher in design critiques and how learners perceive criticism, critiques and teacher interaction on their skill and knowledge acquisition. The study was conducted bearing in mind the social factors in the design studio. The study is also limited to the perceptions of Communication Design students at the Kwame Nkrumah University of Science and Technology. The subjects for the study comprised undergraduate students of the Department of Communication Design. A structured questionnaire was administered using purposive sampling method to select 140 students. The results revealed that studio critique was a valued activity and that participation in critique was shaped by some social factors such as rapport and perceptions of shared critiques among participants especially in large-numbered classes.
Keywords: design critiques, criticism, creative development
One major dilemma that appears not to help art and design students in their studio work is the as... more One major dilemma that appears not to help art and design students in their studio work is the assessment of creative outputs. Key issues inherent to assessment are who is carrying out the assessment and with what measure, especially when learners do not contribute to the assessment processes. This study sampled 247 tertiary students (104 male and 143 female) for their perceptions of assessment of their creative project-based learning in the Department of Communication Design, Kwame Nkrumah University of Science and Technology, Ghana. Data were sourced using a self-administered questionnaire. Four themes emerged from the participants’ responses during data analysis: (1) perceptions on importance of creativity in graphic design, (2) relevance of creative process in creative production, (3) assessment and (4) assessment practice. Descriptive analysis was used to evaluate students’ perceptions of creativity and its assessment, and to further investigate how their perceptions might affect their attitudes towards the creative process. Results indicated that students overwhelmingly appreciated the concept of creativity, and suggest that teachers wishing to improve students’ attitudes towards the creative process and assessment of their creative projects, in general, should involve students in defining the learning outcomes and assessment criteria and involve them in the process. This study provides a pioneering work on how students perceive the assessment of their creative projects, and opens the way for further assessment studies involving both instructors and students. The findings have implications for instructors of communication design and school administrators, particularly those in tertiary education.
Abstract This study examines the potential impact of the development and implementation of innova... more Abstract This study examines the potential impact of the development and implementation of innovative assessment practices in graphic design studio to improve teaching and learning and to foster creativity development among communication design students in a higher education. The data were collected from communication design students at the Kwame Nkrumah University of Science and Technology in Ghana. An action research which used qualitative method to capture students’ perceptions of the use of peer assessment in various aspects of studio critique. The conclusion reached is that while the introduction of peer assessment option may be time consuming for staff to develop, the benefits of an enhanced student-centered approach to assessment may be well worth this investment in time. The results should be of interest to those academics who are concerned with assessment of creative product in art and design schools and its impact on students’ achievement.
Keywords: Participative assessment, assessment, peer assessment, studio-based learning, qualitative study
Abstract This study examines the pupils’ perceptions of factors likely to impact on their creativ... more Abstract This study examines the pupils’ perceptions of factors likely to impact on their creativity development in public and private primary schools in Asokwa Sub-Metro Authority, in the Ashanti Region of Ghana. Questionnaires were administered to the pupils to examine their attitudes, beliefs, and current school and classroom environments. Pupils were found to possess accurate concepts regarding what constitutes creativity and revealed conflicts with the school and classroom environments. The paradox between public and private schools pupils’ reported support for creativity enrichment and virtual lack of related classroom practice and inadequate school infrastructure is explored as a result of multiple misconceptions and contributing variables. Results tested at the 0.05 level of significance indicated that significant difference existed in the pupils` perception of detail bases on (i) school type; (ii) age; while no significant difference existed in the perception of details of pupils based on school class and gender. Implications are discussed, as well as possible limitations and directions for future research. Further studies would need to be conducted to investigate the conditions under which perception of creativity development in children would be enhanced alongside their academic achievement. Keywords: Creativity, creative teaching, learning environment, pupils’ perception.
This study examined students’ perspectives on the use of assessment criteria and rubrics in graph... more This study examined students’ perspectives on the use of assessment criteria and rubrics in graphic design studio at Kwame Nkrumah University of Science and Technology, Ghana. This assessment strategy was introduced with the desire to improve students’ participation and involvement in studio-based learning programme. At the end of the semester, a questionnaire was used to gather responses from a sample of 108 students about their opinions on the use of assessment rubric. Analyses of the data collected demonstrate that students were generally positive about the use of rubric in the peer assessment process. Descriptive statistics showed that 86% of the students agreed that assessment criteria helped them in their learning; they found the peer assessment process as a valuable learning experience and 46% contended that they needed training in the use of assessment rubric. The results further suggest 89% of the respondents agreed that the use of assessment rubric enabled them to socially interact. The conclusion drawn from the evidence is that using assessment rubric directed learning activities and can have positive implications for the learning experience in studiobased learning.
Keywords Assessment, assessment rubric, studio-based learning, graphic design
This study dwells predominantly on the teaching strategies employed by Graphic Design teachers an... more This study dwells predominantly on the teaching strategies employed by Graphic Design teachers and the learning outcomes of their students. The study purposefully examines the pedagogical approaches of teachers, considering the limited resources available, and how they affect students’ acquisition of concepts and skills. Observation, interviews and questionnaires were the instruments used for collecting pertinent data. Having gathered substantial data from the target teachers and their students in eight Senior High Schools in the Kumasi metropolis, it was evident that there were inadequate professional graphic design teachers, lack of studios, computer laboratory, equipment and other facilities for the execution of Graphic Design works. Besides, the lecture method of teaching was mainly employed by the teachers, and this affected the students’ skills acquisition and academic achievements. It was also observed that there were no Ghana Education Service (GES) recommended text books for the teaching of Graphic Design and teachers had to depend on unapproved books published by individuals for the teaching of the subject. Lack of these material resources, coupled with incompetent use of some relevant design software and incomprehensive evaluation criteria by the teachers, students’ learning outcomes were found to have been affected negatively.
Keywords: Pedagogy, Typography, Instruction, Graphic Design and Learning Outcomes.
Digital catalogue and description of traditional kente designs of the Asantes of Ghana. DSpace/Ma... more Digital catalogue and description of traditional kente designs of the Asantes of Ghana. DSpace/Manakin Repository. ...
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Papers by Eric Francis Eshun
Keywords: design critiques, criticism, creative development
Keywords: Participative assessment, assessment, peer assessment, studio-based learning, qualitative study
Keywords Assessment, assessment rubric, studio-based learning, graphic design
Keywords: Pedagogy, Typography, Instruction, Graphic Design and Learning Outcomes.
Keywords: design critiques, criticism, creative development
Keywords: Participative assessment, assessment, peer assessment, studio-based learning, qualitative study
Keywords Assessment, assessment rubric, studio-based learning, graphic design
Keywords: Pedagogy, Typography, Instruction, Graphic Design and Learning Outcomes.