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150 pages

English

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This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others describe aspects of current and past practice which exemplify the "symbiotic" relationship between practical studio work and critical engagement with visual form.

Rod Taylor, who has done much to promote and develop critical studies in the UK, provides us with examples of classroom practice and gives us his more recent thoughts on fundamental issues – "universal themes" in art – and gives examples of how both primary and secondary schools might develop their teaching of art through attending to themes such as "identity," "myth," and "environments" to help "re-animate the practical curriculum."

Although some of the discussion in this book centres on or arises from the English National curriculum, the issues are more global, and relevant to anyone involved in developing or delivering art curricula in schools. An American perspective is given in papers by George Geahigan and Paul Duncum. Geahigan outlines an approach to teaching about visual form which begins with students' personal responses and is developed through structured instruction. In Duncum’s vision of ‘visual culture art education’ sites such as theme parks and shopping malls are the focus of students' critical attention in schools; Nick Stanley gives a lucid account of just such an enterprise, giving practical examples of ways to engage students with this particular form of visual pleasure.

This publication serves to highlight some of the more pressing issues of concern to art and design teachers in two aspects. Firstly it seeks to contextualise the development of critical studies, discussing its place in the general curriculum – possibly as a discrete subject – and secondly it examines different approaches to its teaching.

Sujets

Arts visuels

Éducation

ART

General

Education

General officer

Informations

Publié par	Intellect Books
Date de parution	01 janvier 2005
Nombre de lectures	0
EAN13	9781841509228
Langue	English

Informations légales : prix de location à la page 0,1550€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Critical Studies in Art & Design Education
Edited by Richard Hickman
Series editor: John Steers
First Published in the UK in 2005 by
Intellect Books, PO Box 862, Bristol BS99 1DE, UK
First Published in the USA in 2005 by
Intellect Books, ISBS, 920 NE 58th Ave. Suite 300, Portland, Oregon 97213-3786, USA
Copyright 2005 NSEAD
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission.
A catalogue record for this book is available from the British Library
ISBN 1-84150-127-1
ISSN 1747-6208
Cover Design: Gabriel Solomons
Copy Editor: Julie Strudwick
Contents
Preface
John Steers
Acknowledgments
Notes on Authors
Introduction
Richard Hickman
Chapter 1: Introduction: A Short History of Critical Studies in Art & Design Education
Richard Hickman
Chapter 2: Don t Judge Pianists by their Hair
Arthur Hughes
Chapter 3: Theoretical Comments
Leslie Perry
Chapter 4: Curricular Development in Critical Studies
David Thistlewood
Chapter 5: What do Dragons Think About in their Dark Lonely Caves? Or Critical Studies: The Importance of Knowledge
Alison Bancroft
Chapter 6: Universal Themes: Content and Meaning in Art and Design Education
Rod Taylor
Chapter 7: Critical Discourse and Art Criticism Instruction
George Geahigan
Chapter 8: Critical Enquiry in Art in the Primary School
Sue Cox
Chapter 9: Art and Worldview: Escaping the Formalist and Collectivist Labyrinth
Lesley Cunliffe
Chapter 10: School Students Responses to Architecture: A Practical Studio Project
Richard Hickman
Chapter 11: Visual Culture Art Education: Why, What and How?
Paul Duncum
Chapter 12: Out of this World: Theme Parks Contribution to a Redefined Aesthetics and Educational Practice
Nick Stanley
Chapter 13: Who s Afraid of Signs and Significations? Defending Semiotics in the Secondary Art and Design Curriculum
Nicholas Addison
Appendices
Appendix I: Breakdown of Images from Seven Packs
(Alison Bancroft)
Appendix II: The Domains of Subject Knowledge in Art and Design
(Nicholas Addison)
Appendix IIa: Ways into the Object: Object-based Analysis
(Nicholas Addison)
Appendix III: The Inter-dependence and Inter-relationship of External or Non-present Aspects of Works of Art and their Internal or Visually Present Features
(Leslie Cunliffe)
Appendix IIIa: Semantic Differential Techniques
(Leslie Cunliffe)
Appendix IV: React, Research, Respond, Reflect - Engaging Students with Visual Form
(Richard Hickman)
Index
Preface
This book is the first in a planned series of anthologies dealing with a range of issues in art and design education. Other titles in preparation include assessment and evaluation, histories of the subject and postmodernism. The primary - but not exclusive - sources of chapters are papers previously published in the [ International ] Journal of Art & Design Education and where appropriate these have been updated. It should be noted that references to the English National Curriculum Statutory Orders, etc., are to the version of the curriculum current at the time of the original publication.
The National Society for Education in Art and Design is the leading national authority in the United Kingdom, combining professional association and trade union functions, which represents every facet of art, craft and design in education. Its authority is partly based upon a century-long concern for the subject, established contacts within government and local authority departments, and a breadth of membership drawn from every sector of education from the primary school to universities. More information is available at www.nsead.org or from NSEAD, The Gatehouse, Corsham Court, Corsham, Wiltshire SN13 0BZ. (Tel: 01249 714825)
John Steers, Series editor
Acknowledgments
I would like to thank the contributors, three of whom have died in recent years Arthur Hughes, David Thistlewood and Leslie Perry; their collective wisdom is sadly missed.
Jo Styles is thanked for her assistance in compilation and Andy Ash for his help and advice. I would also like to record my thanks to Keith Winser, from Park High School in Kings Lynn for bearing the burden which fell to him during my work on this book.
Finally, I am grateful to my wife Anastasia for her support and forbearance.
Richard Hickman, Editor
Notes on Authors
Nicholas Addison
Dr Nicholas Addison teaches on the Postgraduate Certificate in Education (PGCE) and MA courses at the University of London Institute of Education. He has sixteen years teaching experience at secondary and sixth form level prior to his higher education work. His educational research centres on the integration of critical and contextual studies within studio-based learning. He is chair of the Association of Art Historians Schools Group.
Alison Bancroft
Alison Bancroft, at the time of writing the paper included here, was head of art at Wembley High School, and a freelance consultant/researcher for Brent. She coedited The Brent Visual Art Teachers Directory . Her research interests are in critical studies, curriculum development, and postmodern theories of identity. She was secretary of Brent Arts Forum for Education, Training and Access.
Sue Cox
At the time of writing the paper included here, Sue Cox was senior lecturer in primary education at Nottingham Trent University. She has since moved to the University of East Anglia. Prior to university teaching, she taught at primary level for eleven years. Her research interests focus upon the teaching of primary art and design. She received her MA in the philosophy of education (specialising in aesthetics) from the University of London Institute of Education and an art teachers in-service diploma from Goldsmith s College.
Lesley Cunliffe
Leslie Cunliffe is senior lecturer in art and art education in the School of Education and Lifelong Learning, University of Exeter, where he runs the Secondary PGCE course in art and design. He has published regularly in JADE and elsewhere, with his research interests covering a range of subjects, including aesthetics and art education, and the work of Wittgenstein, Gombrich and Peter Fuller.
Paul Duncum
Paul Duncum is associate professor of art education, School of Art and Design, University of Illinois at Urbana-Champaign, USA. He was previously a lecturer in Visual Art Curriculum at the University of Tasmania, Australia. He has published regularly in international journals and has made a significant contribution to the development of visual culture art education. He co-edited, with Ted Bracey, a series of important essays entitled On Knowing - Art and Visual Culture , published by Canterbury University Press.
Richard Hickman
Richard Hickman is a senior lecturer at the University of Cambridge. His teaching experience includes thirteen years as a teacher of art and design and as a university lecturer in art education since 1985. He is editor of Art Education 11-18: Meaning, purpose and direction , published by Continuum . He is currently director of studies for art history at Homerton College, Cambridge, and course leader for the art and design component of the University of Cambridge PGCE.
Arthur Hughes
Professor Arthur Hughes was head of art and art education at the Birmingham Institute of Art and Design at the University of Central England, which he joined in1972 when it was the Birmingham School of Art and Design. He was co-editor of JADE from 1994-2000; his obituary appears in JADE , 19: 2, 2000.
David Thistlewood
Professor David Thistlewood worked in the Department of Architecture at Liverpool University. He was past President of NSEAD (the National Society for Education in Art and Design) and co-founder of the Journal of Art and Design Education , which he edited from 1986-1993. He published very widely, including in the area of critical studies. His obituary appears in JADE , 18: 3, 1999.
Nick Stanley
Professor Nick Stanley is director of research and postgraduate studies at Birmingham Institute of Art and Design, University of Central England. He has a background in anthropology but has worked in art and design education for most of his professional life. He served as co-editor of the Journal of Art and Design Education from 1994-2001. He has interests in cross-cultural visual studies and the employment of art and design graduates, and he has been involved in producing curriculum development materials. The NSEAD has published two books that he has co-authored: Designs we live by (1993) and Planning the Future (2000). He is currently editing a book on the future of indigenous museums, with particular reference to the Southwest Pacific.
Leslie Perry
Professor Leslie Perry was professor emeritus at the University of London, having formerly held the Chair in Philosophy of Education at King s College. He was a member of the National Curriculum Council Art Working Group and was an active visual art practitioner.
George Geahigan
George Geahigan is professor of art and design and co-ordinator of art education, Department of Visual and Performing Arts, Purdue University, Indiana, USA. His primary research interests are in aesthetics and art criticism and their application to curriculum and instruction in the visual arts. He has published extensively on these and other topics in most of the major art education journals in the United States. The University of Illinois Press published his book Art Criticism and Education , co-authored with Theodore Wolff, in 1997.
Rod Taylor
Rod Taylor is a freelance Art Education Consultant. For eighteen years he was art adviser to the Metropolitan Borough of Wigan, during which period he established the Drumcroon Education Art Centre and the Artists in Wigan Schools scheme. From 1981-1984 he was director of the National Critical Studies in Art Education pr