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| Autore principale: | |
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| Natura: | Recurso digital |
| Lingua: | inglese |
| Pubblicazione: |
Zenodo
2024
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| Soggetti: | |
| Accesso online: | https://doi.org/10.5281/zenodo.10670877 |
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Sommario:
- <p>The purpose of this research as the thesis title suggests was to make learning visible through arts practice in secondary art education and by extension make theory and the process of reflection more accessible to secondary aged pupils as well as others including post graduate students. Pupils’ perceived inability to articulate their learning in art along with the high failure rate of the Scottish Qualifications Authority (SQA) National 5 exam ‘question paper’ are the issues which gave rise to much of the impetus for this study. The research aims were to identify, through conversations and ethnographic observations of participants’ arts-practice, how learners come to know, understand, and articulate their own learning in the art and design classroom. By adopting a practice of ‘staring’ (Speedy, 2015) as one of the research methods, this helped the<br>process of ‘noticing’ and ‘paying attention’ in the data gathering stage of the research. I ask what does learning look like for 14 pupils from across secondary 1-6 (12-18 years old) in a Scottish secondary school art department. To find out this professional doctorate invoked both arts-based and narrative inquiry methods, to ask the following questions: how do secondary school pupils in art and design develop knowledge and skills in arts practice? What value do pupils place on the knowledge and skills developed in arts practice? And to what extent do current assessment practices encourage pupils to fully account for their learning in art and design? <br>This study sheds new light on concepts like the irreducible and ineffable qualities of art in education. It highlights the power of unknowing to ignite a pedagogy of learning that moves cognitive levels from the normative to the critical. This understanding may also open new avenues to explore how art can be such a potent medium for understanding reality, for self-knowledge, liberation, pleasure, discipline, and the exercise of power. And finally, the thesis offers a new way of reading this reality vis-à-vis the case studyassemblage where I adopt what Fernando Hernandez-Hernandez (2019:60) refers to as the pedagogical imagination to ‘afford us the capacity to create, isolated from routines and trends’. </p>