Bridge or Barrier? Writing in Secondary Art & Design Education in the UK

Autor/in	Blunden, Jennifer
Titel	Bridge or Barrier? Writing in Secondary Art & Design Education in the UK
Quelle	In: International Journal of Art & Design Education, 38 (2019) 4, S.916-926 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blunden, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12270
Schlagwörter	Barriers; Pilot Projects; Art Education; Design; Writing (Composition); Role; Visual Arts; Creativity; Teacher Attitudes; Advisory Committees; Tests; Writing Evaluation; Writing Skills; Skill Development; Museums; Discourse Analysis; Teaching Methods + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Schreibübung; Rollen; Optische Gestaltung; Kreativität; Lehrerverhalten; Beratungsstelle; Examination; Prüfung; Examen; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Museum; Museumswesen; Museen; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	What role does writing play in secondary art & design education? In the context of current debates on access and participation in the visual arts, the nature of art discourse and the value of creative subjects within the curriculum, what impact do the existing requirements have on students, teachers and the broader arena of the visual arts? This article presents the findings-to-date of an ongoing pilot study which set out to explore these questions. Drawing on interviews with teachers and exam board representatives, and a review of student texts and exam board documents and resources, the study found that even though writing is only a minor part of what is an essentially practice-based subject, it was a source of significant concern and confusion. A marked disconnect was revealed between intent and practice, which in turn highlighted a series of underlying values and beliefs that seemed to further drive this disconnect. The study calls for a wider discussion of the way writing is framed, used, supported and assessed in the art & design classroom, and the need to ensure that any pedagogy and resources developed align with the values as well as curriculum of art & design. It also previews how strategies created in the context of developing more inclusive and flexible writing skills among curators and other art museum professionals may offer a useful model. The study is part of a larger investigation into the discourse/s of the visual arts, with a focus on issues of access and participation. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01