IN-PERSON Prague Research & Teaching Conference

Abstract

This paper explores the researcher’s practice and innovations in teaching art and design, focusing on the Kallitype printing process as an explorative study for creative and problem-based learning. The research employs a qualitative methodology, applying a practice-based research design to document the researchers’ iterative processes involved in mastering this traditional photographic technique. By engaging students in the classroom through the documenting process and results, students engage in a historical and cultural context as well as exploring the effect of various papers and developers on the outcome. The application of conceptual thinking encourages the students to link the process to storytelling for thematic work for individual portfolio work. The student learns to align technical processes with creative intent. Thinking critically about editing techniques and methods to impact the message of their work. The research design includes a review of literature on alternative photographic processes, and data collection involves a reflective practice as well as visual documentation of the artistic journey, providing insights into creative problem-solving approaches by the researcher. This methodology captures the technical aspects of the Kallitype process and highlights the researcher’s intellectual engagement with the work. The findings reveal that innovative teaching practices, which encourage exploration and experimentation, significantly enhance student learning in the classroom by challenging various conceptual thinking and outcomes of their portfolio work. The study advocates for pedagogical strategies that prioritise flexibility and creativity by framing art education as a dynamic, problem-based undertaking. Furthermore, the integration of cultural narratives, particularly those of the ǂKhomani San community, enriches the learning experience and equips students with the skills necessary for success in an ever-evolving creative landscape.