Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.625437
Title: A horse beside my writing desk : explaining fine art studio teaching in the context of the university
Author: Waller, Jenny
ISNI:       0000 0004 5361 5770
Awarding Body: University of Reading
Current Institution: University of Reading
Date of Award: 2014
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Abstract:
The topic of this research concerns the paradigms of fine art studio teaching. An initial review of the historical narrative of studio teaching was carried out from the medieval studio to the present day, following Pevsner (1940). From this two potential research questions emerged: firstly, how to explain contemporary studio teaching in terms of the preceding narrative (researching within the paradigm), or secondly, how to explain studio teaching in terms of the university disciplines to which fine art now belongs (researching across paradigms). Both research questions were analysed for their validity, contribution, and availability by accepted research methods and evaluated in terms of risk and return. The second research question was assigned a higher risk factor since previous attempts at explanation (for example, Elkins, 2001) had failed, but was chosen for its higher return in terms of its contribution both to establishing the legitimacy of fine art education in the university environment and, potentially, to the conduct of all university disciplines. A Framework of educational assumptions was developed to show both the kinds of education accepted by the university (Normal science and Professional practice) and those excluded by it (Extraordinary science and Voodoo). A structural and thematic analysis was then carried out on a sample of discourse obtained from a year-long observation of a fine art studio at the University of Reading, and the results of the discourse analysis mapped to the framework. The mapping showed that, for the studio in the research, all quadrants of the framework were represented, with a particular emphasis on Extraordinary science and the articulation of new ways of seeing. This conclusion would seem to have important implications for teaching innovation across all university disciplines, which is currently problematic.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.625437  DOI: Not available
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