Against the Grain: An Intervention of Mastery Learning and Intellectual Emancipation in Art Education

Autor/in	Sinner, Anita
Titel	Against the Grain: An Intervention of Mastery Learning and Intellectual Emancipation in Art Education
Quelle	In: Educational Philosophy and Theory, 47 (2015) 5, S.502-514 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2014.883962
Schlagwörter	Case Studies; Undergraduate Students; Art Education; Mastery Learning; Statistical Analysis; Qualitative Research; Intervention; Curriculum Design; Teacher Student Relationship; College Faculty; Periodicals; Assignments; Teaching Methods; Learning Processes; Educational Philosophy + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Statistische Analyse; Qualitative Forschung; Lehrplangestaltung; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Assignment; Auftrag; Zuweisung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsphilosophie; Erziehungsphilosophie
Abstract	In a case study of an undergraduate course in art education, modes of mastery learning and propositions of intellectual emancipation were explored as interventions in curriculum design. By adopting Rancière's framework of a "will to will" relationship between instructor and students, the core assignment--a visual journal--became a site of student positionality through mastery methods, rather than information gathering. The visual journal provided a record of the event of knowledge and served as a forum to verify that acts of student thinking were done with attention, congruent with Rancière's perspective that learning generates greater consciousness, feeling and action. Requiring both qualitative and quantitative criteria within the parameters of the visual journal functioned as a means to experiment with the potential convergences of mastery and emancipatory approaches. The visual journal then operated as a third space where ongoing, consistent engagement demonstrated the capacity of students to encounter more equitable relations with the instructor and with the content in ways that have implications for knowledge creation in teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01