The Impact of Modularity and Credit Accumulation on Undergraduate Art and Design Education
作者:
DAVID BUSS,
期刊:
Journal of Art&Design Education
(WILEY Available online 1995)
卷期:
Volume 14,
issue 1
页码: 55-64
ISSN:0260-9991
年代: 1995
DOI:10.1111/j.1476-8070.1995.tb00609.x
出版商: Blackwell Publishing Ltd
数据来源: WILEY
摘要:
Credit Accumulation and modular structures now account for the majority of undergraduate provision in art and design in the UK. This shift away from traditional structures has gained momentum during the past three years and is part of a national move towards credit accumulation and modularity from GCSE through to Masters level work in all subjects.The origins and rationale for these structures are outlined and their advantages are discussed with particular reference to art and design in Higher Education, together with their implications for teaching methods, for student learning, and for assessment. These points are illustrated with examples of new developments in the sector. The author responds to some of the reservations voiced by critics of CATS and Modularity and argues that these structures are more appropriate to the needs and ambitions of students in the 1990s.
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