ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1996.tb00658.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1996.tb00659.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractArchitectural design education relies upon a practice known in Britain as the ‘crit’ through which to discuss student's work. The author, who studied as an architect and now teaches design to architecture students, describes the history of this institution and the ways in which its use has changed in the last 150 years. She uses the context of a British school of architecture and both contemporary and earlier research examples to support the hypothesis that these changes have contributed to the current atmosphere of doubt in which the crit is held. Central to her argument is the unresolved connection between formative and summative assessment occasions brought about by an apparently unavoidable association between the work of students and the students themselves. The paper supports the call for a review of architectural education methods, whilst stressing that the nature and flaws of the existing process must first be recogni

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1996.tb00660.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractThis paper is based on research in a university department of Fine Art. It is an exploration of the ways in which learning takes place ‐ or fails to ‐ in the spoken interchanges between tutors and students known as ‘cross‐section crits’. The discussion draws on Harre's model of social and personal development and on a notion ofargumentto understand the place of shared knowledge and discourse, as well as conflict, in the construction of distinctive personal identity. Three examples of ‘crits’ are examined. These suggest insights into the culture of the fine art institution and offer implications for the role and conduct of talk and language in the teaching and lea

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1996.tb00661.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractThis paper describes a long‐term art project. The programme has been developed and tested at Basic School, [1] Donovalska in Prague. We worked with the entire school population, including pupils with severe problems in areas of discipline, academic achievement and/or light brain dysfunction. The arts activities were based on a correlation between music and visual ar

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1996.tb00662.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractThe article considers the reasons why females perform systematically better at school examinations than males, and why this pattern is reversed at tertiary level examinations. The possibility is considered that this is due to the exercise of an unconscious preference on the part of teachers for work done by students of their own sex. In this way, the predominance of female teachers at school level and male teachers at tertiary level is likely to favour the work of females and males respectively.

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1996.tb00663.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractTeaching art in a multicultural society requires teachers to develop an understanding of the nature of artistic knowledge with regard to the cultural backgrounds of all children, so that the validity of art relates to the ethnic structure of contemporary society and takes full account of its historical origins. This requires a sound basis for interpretation of other cultures so that children can see the interrelated connections between what they are shown and know, and how this is always contingent upon historical antecedents of society and societies.No longer can artistic traditions be isolated or prioritised in hierarchies that alienate or marginalise the cultural roots of those children who happen to come from ethnic minorities. Therefore, to better teach the requirements of the National Curriculum in Art, with particular regard to Attainment Target 2, teachers need to be aware of their responsibilities in interpreting the traditions of non‐indigenous cultures.This paper draws on experience of teaching art in a largely homogenised minority of Scottish Gaeldom, where historical perceptions of what constituted its tradition were profoundly significant to the aims of educating its young. And where, the teacher happens to come from outside that tradition, the importance of understanding the formation and interpretation of tradition[s] is a paramount consideration in deciding what and how to teach art. This paper focuses on the central issues and draws upon relevant literature to support the case that art must be taught with commitment to the context and artistic future of a multicultural societ

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1996.tb00664.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractThe issue of assessing early‐phase bilingual pupils in the secondary‐school art classroom is approached through a close description of the experiences of one pupil. Against the background of a pluralistic whole‐school policy for the Arts, this pupil's early work is subjected to an apparently non‐pluralistic, ‘universal’ model of development and assessment, which results, it is argued, in the pursuit of an unhelpful pedagogy.This essentially ethnocentric approach is contrasted with other approaches, which locate pupil performance in the cultural rather than the psychological domain and which suggest the value of teachers' pursuing a ‘repertoire extension’ model of development.It is argued that in order to do this, teachers need not merely to validate ‘alternative’ forms of cultural representation, but to distance themselves sufficiently from their own cultural norms in order not to ‘misrecognise’ such alternatives as simply failed versions of the dominant cultural f

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1996.tb00665.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractModularisation can be examined as a process of organisational change informed by particular discursive structures and conceptual problematics, both of which are related to questions of cultural politics and of power. Drawing on the work of Habermas and other critical social theorists, the paper argues that modularisation is dominantly informed by a ‘technocratic rationalist’ mode of thought, derived from the logics of science, technology and industry rather than contemporary art or other cultural practices. This is especially evident in the way modularisation prioritises a quantitative systems logic, relegates and de‐realises educational content, and. contrary to its own rhetoric of diversity and choice, exercises a universalising drive through strategies of assimilation and extension.Crucially for art education, this identification suggests an intensified contradiction between the prevalent discourses and values of contemporary art, and those of educational organisation. The paper explores some of the implications of this contradiction for art education in the

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1996.tb00666.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1996.tb00667.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY