Abstract
Of all academic fields of study, few encounter as much difficulty with issues of assessment than the fine arts. Yet despite calls for greater transparency and accountability at the post-secondary level, the majority of relevant research and literature focuses on primary and secondary school instruction; post-secondary instructors are essentially abandoned to wrestle with the apparently irreconcilable goals of quantifiable measures of assessment, on the one hand, and the chaotic nature of the creative process, on the other. Given the above, the goal of the present research is to add to the understanding of the pedagogy of post-secondary studio instruction by examining how instructors go about the problematic exercise of assessing their students. Findings indicated a strong sense of confusion amongst participants and a need for teaching institutions to invest more in instructor training and support in order to increase dialogue amongst faculty and the dissemination of best practices.
Subject
General Arts and Humanities,Communication,Education
Reference41 articles.
1. A comparison of the goals of studio professors conducting critiques and art education goals for teaching criticism;Studies in Art Education,1988
2. Studio critiques in college art courses: As they are and as they could be with mentoring;TIP: Theory into Practice,2000
3. Building the literature of art pedagogy;CAA News,2005
4. Threshold concepts in art education: Negotiating the ambiguity in pre-service teacher identity formation;International Journal of Education through Art,2015