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Senior Visual Arts Education (Assessment (Formative/Summative (Self/Peer,…
Senior Visual Arts Education
Assessment
Achievement Standards Matrix
SOLO Taxonomy
Bloom's Taxonomy
Formative/Summative
Self/Peer
Whānau
Observation
Products of learning
Conversation
Achievement Standards
Programme planning
Processes, Procedures, Materials and
Techniques (PPMT)
PK
Practical
Basic
Uncritical
Materials and techniques
Context based learning and analysis
Cultural and social implications
Critical thinking
Communicating ideas
Evaluation
Teaching as Inquiry
Understanding expectations of achievement
Focusing inquiry
Teaching inquiry
Learning inquiry
Critical reflection
Enacting on critical reflection
MOE (2007) NZ Curriculum
Developing Ideas
Practical Knowledge
Communicating and Interpreting Ideas
Understanding Visual Arts in Context
Cultural responsiveness
Jill Smith (2000)
Multicultural Education
Reformist approach
Self-Determination
Seeking equitable distribution of power within ed. structure
All schools follow such practices
Not all students respond to programmes the same way
Overhaul of current schooling system
Challenges power relationships
Conservative Assimilation
Including minorities into education system
DBAE
"Equal opportunity"
Blames minority for failure
Minorities are assimilated into majority
"Primitive" culture un-useful
Continues to limit economic and social circumstances
Single Group Studies Approach
Curriculum includes courses based on a cultural group
Aims to establish social equity
Revives important pieces of culture
Raises own self esteem
"Critical consciousness"
Doesn't submerge cultural identity under commonalities
"Middle of the road" policy
Still within major power structure
Human Relations Approach
Reduces prejudice
Respect how others feel, think, act, perform
Social studies approach
Acknowledges different modes of expression
Assumes similarities in motivations
Aligning "different" with mainstream
Doesn't tackle oppression as it threatens power structure
Benign Pluralism
Copying art forms of other cultures
An appeasement of conscience
"ethnic"
"Totem-poles-out-of-toilet-rolls"
Teachers trained to be sensitive to differences
Still assimilation
Jonathan Mane-Wheoki (2003)
Pākehā arts
Māori arts
Biculturalism
Compulsory for Māori
Optional for Pākeha
Critically undeveloped in concept and practice
Bilingualism
What is Pākehā culture?
Multiculturalism
Tātaiako (2011)
Cultural competencies
Elizabeth M. Grierson (2005)
Philosophy
Doug Boughton (1986)
Creativity Rationale Pre-Sixties
Art-making
Originality
De-emphasis on talking about art
Studio-based
Visual expression
No need for rationales
Celebrates the individual
Teacher steps back and provides materials
"How to make art"
Aesthetic Education Post-Sixties
Learning about art
Social and cultural understanding
Discipline concerns
History
Critical analysis
Art as an instrument for social change
Visual and Aesthetic Literacy
Communicating ideas
Cultural anthropology
"Primitive arts"
Suggestions for teachers
Have conceptual and technical ability
High degree of excellence
Know about art forms in heir social role
Good knowledge of history
Understanding of arts admin
Know of related arts subjects
Communication theory
Policy
Lee Emery (1999)
Discipline Based Art Education
Elitist
Not culturally inclusive
Eurocentric
Didn't account for marginalised art practices
Add-on approach
"Talk-about-art"
Modernist
Contemporary issues
Technology
Digital technology
Design
Information access
Gender and power
Teachers are uneasy treating art by women differently
Gender issues need to be discussed
Students deconstruct art works
Wider curriculum need
Culture
Western imperialism
Grouping cultures together
Otherness
Impact on non-western cultures
Dennis Atkinson (2011)
Scholarship