Graphics and Communication

Amanda Evans

Senior Lecturer – Graphic Design / Senior Lecturer – External Affairs

MA Higher Education (Art and Design) Middlesex University

Biography

Amanda has been responsible for a number of roles as an – educationalist, course director – principal lecturer in BA (Hons) Illustration 1988- 2009, senior lecturer, researcher, artist – designer, consultant, and a UK University Senior External examiner in the creative arts that spans 28 yrs. She is involved in many projects and initiatives around the World – with Universities in the UK and Internationally, such as a University Subject reviewer for the Quality Assurance Agency for Higher Education in Art & Design and represented AUB at the Council for Higher Education Art and Design (CHEAD).

She has been a consultant, preparing teams for periodic review such as a BA Hons Course in Fashion design at a University  in Surrey, Curriculum development and assessment in art and design at other Universities. She is currently developing ideas in interdisciplinary practice with colleagues in China and India.

She was recently nominated for a Learning and teaching award initiated by AUBSU by her students May 2016.

Since 1988, as Course Leader, her progressive outlook, involved curriculum design and creation of a number of Higher Education programmes in the Faculty of arts, during this time she designed five course  initiatives and is the author and architect for the BA (Hons) Illustration programme validated in1999 – 2009, creating opportunities for undergraduates in the sub disciplines of Illustration operating all over the world. Initiatives include curriculum design in Illustration in Sweden, to participating in talks at European design and media symposiums, Cumulus, work based projects for students in Luxembourg, UK, Europe and the United States.

Amanda is actively involved on a number of levels with teams at AUB to establish new ways of thinking about teaching and learning in Graphic Design to Curriculum design and teaching new educational summer bespoke programmes for students. In addition to advancing curriculum offer in an international context, she maintains learning opportunities for students at all levels of the University and other establishments Nationally and Internationally creating experiences for new students through external relations at AUB.

Her values encompass a holistic approach to student centred learning principles and advocate that all students have the capacity, talent and imagination in which to realise their future vocation, in which she claims:

“to teach and empower students, foster inventiveness whilst taking into account the dynamic fusion of each individual character, personality, intellectual framework and emotional makeup. Without doing this, the task of teacher becomes positively dysfunctional and hypothetical. It is my moral duty to support them not only in their personal journey of self fulfilment but one in which they feel able to make a positive contribution to society and our world as a whole regardless of their specialist discipline.”

Professional practice

Amanda’s interest in student centred learning embody holistic educational approaches. The ways students studies a subject, the act of creating content comes about through understanding their emotional, moral, physical, psychological qualities coupled with the of importance of their ideas is the most exciting part of my job. “In practice we adopt a learning philosophy that is holistic, transdisciplinary and participatory in nature.”

During her recent visit to regions in China, she held workshops and talks in learning in which she states:

“The students are the real agents for change, they want to embrace issues and challenges in our society and re knew their relationship to the natural world but often don’t know how. As educationalists we have a duty to adapt to the principles of change in  higher education and adopt a global mind- set. Student mobility is a crucial factor in this and we need to orientate our thinking in the architectural arrangement of programmes and specifications, the sector must act and reform to these challenges.

New models which embed global concerns more readily are key. We know social and environmental issues are the most important challenges in our time. We have to collaborate to form new ways of tackling issues, not only in through the arts sector but through and with other disciplinary perspectives. Ideas in the new humanism and sustainability allow us to bridge ideas  now and for the future, if we are to share this biosphere. In an increasingly designed world, the design paradigm continues to commodify nature  – Karl Polanyi alluded us through his ” invention of fictitious commodities” a long time ago. The nature  of what is good has been here for a long time. From a social science perspective and from experts in the sustainability field criticise private companies in their attempt to commoditize  ‘design for good’ as if it is a new product behind yet another brand strategy in tow. Some services industries also are alluding us to an all too familiar scenario, a good for profit strategy masquerading as ethical perhaps comes to mind. Perhaps our over reliance in technology is clouding our judgement as Heusemanns’ Techno -Fix  thesis suggests.  Our intentions in HE to model courses involve student creativity more than ever to meet the moral, ethical, political and socio economic decisions they will face. One of which I know we all feel passionate about ”

Amanda is recently working on a number of projects related to International student engagement in Interdisciplinary practices entitled ‘Ad meliora: towards better things’ which integrates discipline specific practice in utilitarian philosophy, humanities and the sciences within particular creative arts programmes in India. She is currently advancing an ongoing curriculum initiative with the Course Leader entitled ‘Situating drawing for graphic designers’ for the Graphic Design course.

 

 

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