ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00604.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.tb00605.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Increasing numbers of Critical Studies publications are currently reaching the market, with teachers receiving numerous advertising materials and catalogues to persuade them to buy. This paper considers the content and approach of some of these materials, with particular reference to the teaching packs, and examines some of the issues that the decisions embodied in these publications raise for art teachers and for Critical Studies teaching.The orthodoxies that would seem to be developing are worrying, and rigorous debate is needed to expose and explore the grounds on which categories of inclusion and exclusion are constructed. It is argued that such debate needs to be underpinned by knowledge of the paradigms in operation, and that access to such knowledge is essential, for both teachers and students, if Critical Studies is not to degenerate into imaginative speculation or indoctrination.

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00606.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

It is my premise that art education can make a distinctive and unique contribution towards the development of environmental awareness and that an art department is well suited to lead a whole school response to environmental education.This paper describes three years work during which a schools cluster group has developed environmental sculpture and collaborative performing arts work within a rural community. My conclusions are drawn from direct experience as active researcher and project manager. The project provides an example of what is possible and I hope, inspiration and stimulation for colleagues wishing to develop environmental work within their community. Every community represents a new challenge.

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00607.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.tb00608.x

出版商:Blackwell Publishing Ltd    

年代:1995

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.

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00609.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

In general, Industrial Design BA courses have been slow to formulate a coherent strategy for the inclusion, implementation and integration of computers into their teaching. CAD hardware and software has appeared in many institutions as a result of the enthusiasm of one or two individuals who have used a particular CAD system themselves or been bowled over by an impressive demonstration. The possession of the equipment then to a large extent determines what kind of use can be made of it, and this is also subject to the vagaries of staff time and expertise, both of which are often in short supply.Basic questions, such as ‘What is the purpose of CAD education in this course?’ or ‘What kind of computing do the students really need?’ are often by‐passed until it is too late. Over the last three years at Sheffield Hallam University a conscious attempt has been made to evolve an approach which begins with questions such as these and results in a coherent teaching and learning strategy for our

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00610.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

This paper is concerned with pedagogic form and voice. It references a particular pedagogy and the means by which this has and can be represented through a research process. I define this research process as poetic because I need to convey the profoundly creative process of pedagogies entered into by women (and some men), whose creative process is their teaching and hence their poetic form.

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00611.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

The new curriculum in art establishes two elements in the study of the subject in schools; one active, a doing and making element, and one more cerebral not necessarily involving the making of works of art. This second element has been designated ‘knowledge and understanding’ and ideally should be related to the practical activities in the classroom, but it raises the question how understanding is achieved in art and what form such understanding might take.So far as knowledge is concerned the matter is fairly straightforward for it is easier to itemise the things that can be known about art. With ‘understanding’, however, we have to ask how it might be judged or recognised; how it might manifest itself. Does it manifest itself in discussion about works of art, or in the making of works of art, or are there other phenomena which might indicate the presence of unders

ISSN:0260-9991    

DOI:10.1111/j.1476-8070.1995.tb00612.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.tb00613.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY