The Importance of Critical Judgment in Uncertain Disciplines: A Comparative Case Study of Undergraduate Fine Art Visual Practice

Autor/in	Belluigi, Dina Zoe
Titel	The Importance of Critical Judgment in Uncertain Disciplines: A Comparative Case Study of Undergraduate Fine Art Visual Practice
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 17 (2018) 3, S.305-322 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022217712641
Schlagwörter	Criticism; Visual Arts; Undergraduate Students; Case Studies; Metacognition; Art Education; School Culture; Theory Practice Relationship; Student Experience; Learner Engagement; College Curriculum; Foreign Countries; Interviews; Questionnaires; Observation; Focus Groups; United Kingdom + Suchen Sie Ihr Suchwort? Kritik; Optische Gestaltung; Case study; Fallstudie; Case Study; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Schulkultur; Schulleben; Theorie-Praxis-Beziehung; Studienerfahrung; Ausland; Interviewing; Interviewtechnik; Fragebogen; Beobachtung; Großbritannien
Abstract	Criticality is an important means to negotiate uncertainty, which has become a characteristic of teaching and learning conditions in postmodern times. This paper draws from an empirical comparative case study conducted in the uncertain discipline of fine art visual practice, where critical judgement and meta-cognition are important for professional contemporary art practice. Charting the curricula intended by staff and the culture experienced by students, the paper considers the relation between the espoused theory of criticality in two art schools and their theory-in-use within assessment structures and cultures. Emphasis is placed on the significance of such approaches to criticality for the student experience and their learning engagement. Emerging discourses of 'subjectivity' and a lack of development of student meta-cognition indicated that, at an undergraduate level of study, the curricula of these cases are unwittingly underpreparing their graduates for operating with agential criticality as they enter the uncertain context of contemporary art. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01