ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00630.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThis paper reports on the first three weeks of a piece of classroom action research that took place over a period of eight weeks. It involved three primary classes: 5 year olds, 7/8 year olds and 11 year olds. The research was carried out in two contrasting settings: inner city Toxteth, Liverpool, with two classes of 5 and 11 year olds, and a leafy suburban setting in Cheshire, with one class of 7/8 year olds. The research sought answers to the following questions: Can young children understand some aspects of the concepts that inform modern art? Could that understanding be used to bring about cognitive development in their artwork? How are the developmental differences between 5, 7/8, and 11 year olds demonstrated? Do inner‐city children perform less well than suburban children in art? Could each child's learning be assessed in art? For reasons of brevity this paper gives evidence of the 5 and 11 year old children's work and reports on the 7/8 year olds response in the conclusio

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00631.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThis paper considers the practice of generalist teaching in primary schools, but with specific regard to the teaching of art. It argues that, despite recent criticism of such methods, there is very little reason to suppose that primary schools will move to a pattern of wholesale specialist delivery of the curriculum within the foreseeable future. As a result, it suggests that the phenomenon of generalist art teaching is likely to remain a widespread aspect of primary education, and that art educators would therefore do well to consider whether the approach might not have something positive to offer the teaching of the subject. Accordingly, the paper provides an account of three significant advantages which it believes this method of teaching can offer to the teaching of art within the primary school. These are set against a range of evidence which both identifies the problematical nature of much past practice, but which also demonstrates the possibility of achieving quality in generalist art teaching. Finally, the relationship between previous problems in this area and the structure of teacher education is explored, and it is suggested that recent new requirements for such courses may offer the prospect of liberating the potential that has been identified.

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00632.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe development of enquiry into language this century has implications for pedagogy. This development concerns the transition from viewing language as a transparent medium, identifying an external objective reality, to a view in which language constitutes reality as we understand it. The paper begins by outlining some contemporary theoretical developments concerning the ‘productive’ or material nature of discourse. The paper shows how particular curriculum practices in art can be viewed as discursive sites which perpetuate particular discourses in which the pupil as art practitioner is produced. By focusing upon drawing practices the paper shows that the notion of ‘ability’ does not refer to some absolute skill possessed by pupils, but to particular ideological interpretations through which ability is conferred. However, such interpretations do provide us with stable forms which allow us to act as if they were absolute. Such interpretational states reveal the circular structure of interpretational practices such as evaluation and assessment. The paper shows how the reflexive nature of hermeneutic analysis can be helpful in providing a suitable space for reflection when such interpretational states break down during the practice of teaching art. By analysing a series of pupil's drawings the paper discusses how our interpretational discourses identify the pupil's ability and constitute the pupil as a subject in the ait curriculum. The paper forms part of a larger body of work in which the author is exploring how different practices in the art curriculum constitute discursive fields within which pupils as subjects are p

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00633.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00634.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractAlthough art teachers are mostly unwilling to undertake assessment procedures or examinations, the history of art education suggests that even the earliest art programmes ended in rather rigid trials of draughtsmanship. A group of researchers including the author of this paper was commissioned to develop new methods for final examinations and, after surveying the existing methods and work done during the 1980s when art became one of the electives at the school‐leaving examinations of the secondary grammar school, we were struck by the similarity between current tasks and solutions and 19th century works and models. Changing the methods of examinations in our case will certainly involve the reinterpretation of the academic heritage that at the same time elevates and cripples Hungarian art education at the secondary school level. This paper illustrates and interprets the philosophy of the examinations and art concourses from important periods of Hungarian educational history and outlines the passage of the Hungarian art teacher from the supposedly ‘eternal’ world of the Academia to the ‘banal’, ‘transitional’, ‘vulgar’ realms of contemporary vis

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00635.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractDrawing upon research in a number of fields (particularly in ecology, ‘systems’ approaches to perception, the philosophy of science, and the phenomenology of Merleau‐Ponty and his interpreters) this paper raises issues and questions about the relationships between knowledge, art and science. It suggests a way of thinking about art as an integrative system of knowledge based upon the recognition of three important factors: our fundamental participation in the world as knowing bodies; the perspectival nature of our interpretations of the world; and the particular ways in which we achieve coherence and integration through the making of art. The paper also traces some of the changes in the ways in which knowledge is described and formulated within Modernist and Post‐Modernist paradigms, and suggests how these changes support a revision of our views about the cognitive implications

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00636.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractA lot of people would say that life in our art schools has changed in the last few years. But what has changed, and how might it be measured? This paper describes an investigation into changes perceived by academic staff in the organisational culture of five art schools in the south‐east of England over the last five years. The research method reflects the primarily visual interests of the respondents, in that a series of metaphorical images of the art school were presented for rating. To minimise the effects of nostalgia and other personal variables, the sample was divided into two groups: staff with more than five years' service in the institution; and staff who had joined since that time. To facilitate interpretation of the results, a further instrument was applied, asking each respondent to indicate the meanings they associated with the metaphors offered. The findings show a substantial concurrence between the two sample groups in terms of the meanings they attributed to the metaphors, and this is viewed as giving authority to evidence of a range of perceived changes, notably perceptions of reduced order, harmony, co‐operation, autonomy, growth, reward and of increases in perceived competition and conservatism. Set against these effects is evidence of unchanged perceptions of a sense of community, of the art school's basic function, of people's roles within it, and a sense of productivity with humane relationships remaining in pl

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00637.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00638.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe Conference Art&Fact ‐ The Learning Effects of Arts Education, was organised by LOKV, Nederlands Instituut voor Kunsteducatie, Beurs, and held at The World Trade Centre, Rotterdam on the 27th and 28th of March, 199

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00639.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY