Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393251
Title: Educating the critical mind in art : practice-based research into teaching critical studies in A level art.
Author: Carroll, Tony.
Awarding Body: University of East Anglia
Current Institution: University of East Anglia
Date of Award: 2001
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Abstract:
I researched an area of the curriculum called 'the critical and historical study', a part of the Advanced level art syllabus in which I felt improvements could be made in my teaching. An investigation of the relationship between my teaching and students' responses was carried out as part of reviewing and improving the critical study unit of coursework. Curriculum changes made between 1997-1999, intended to provide students with different ways of making practical responses to other people's art and a range of methods for interpreting the meanings of art were studied using action research methods to capture the dynamic of changes in practice and in my thinking. Changes were also being made more broadly at a structural level through post sixteen educational policy reforms. I wanted to situate my practice in the contextual dimensions of A level art and describe my involvement in writing a new syllabus for the subject during this period of reform. I also wanted to understand better concepts of critical studies in art education historically in their policy contexts. Undertaking curriculum policy analysis helped me to make sense of the latest period of change and explore curriculum divisions within the subject such as the 'uneasy relationship' between art history and studio practice. A relationship whose unease intensified in the mid 19805 and coincided with my career entry into the teaching profession. I turned my attention to the emergence of critical studies over the last forty years, and considered how that impacted on my teaching in the last fifteen years. I traced different conceptions of critical studies to unravel the value positions of its promoters in order to understand and to locate my own position in the development of the discipline. In combination, these interests gave my research a multiple focus and required complex methodologicaJ approaches in order to make sense of critical studies in art education through my classroom practice and students' experiences, curriculum policy histories, art education literature and autobiographical life history.
Supervisor: Not available Sponsor: Not available
Qualification Name: DEd thesis Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.393251  DOI: Not available
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