Skip to main content
Kent Academic Repository

Rethinking Digital Arts Pedagogy in Higher Education: Assessing the Process of Creation

Green, Michael (2019) Rethinking Digital Arts Pedagogy in Higher Education: Assessing the Process of Creation. In: ICERI2019 Proceedings. . pp. 6422-6426. IATED Academy ISBN 978-84-09-14755-7. (KAR id:78513)


It is recognised that assessing creative outputs is often viewed as a subjective practice, and although skills-based assessment is more objective, it can easily devalue creative education to simply training. In order to be successful in the creative industries, particularly digital arts, graduates need to demonstrate that they are able to express creatively and can provide innovative solutions to problems. Whilst knowledge in industry-standard applications is required, this alone is not sufficient to succeed in a creative career. Creative courses often include elements of reflection and critical evaluation, however, the process leading to the end result is often overlooked. This paper is concerned with the way in which focus on the process of creation and experimentation, rather than the final artefact, can be integrated into the curriculum. In particular, it discusses the pedagogical methodology that can be adopted within digital arts undergraduate project assessments to place emphasis on the process of product development, whilst providing a way to enhance the learning experience and aid professional skills development.

Item Type: Conference or workshop item (Paper)
Uncontrolled keywords: digital arts, pedagogy, higher education, assessment
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions: Divisions > Division of Computing, Engineering and Mathematical Sciences > School of Engineering and Digital Arts
Depositing User: Mike Green
Date Deposited: 11 Nov 2019 07:23 UTC
Last Modified: 16 Dec 2023 20:09 UTC
Resource URI: (The current URI for this page, for reference purposes)

University of Kent Author Information

  • Depositors only (login required):

Total unique views for this document in KAR since July 2020. For more details click on the image.