60年失调的关系:英国美术课程和评估一直存在问题,现在仍然存在问题

IF 0.3 0 ART
Nicholas Houghton
{"title":"60年失调的关系:英国美术课程和评估一直存在问题,现在仍然存在问题","authors":"Nicholas Houghton","doi":"10.1386/adch_00005_1","DOIUrl":null,"url":null,"abstract":"This article gives a brief account of the last 60 years of fine art in English art schools, concentrating on the curriculum and assessment only. Sixty years ago, there were national examinations and teachers taught to the test. The main causes of changes to assessment and curriculum\n were policy decisions of the 1960s, which abolished national examinations. This was followed a decade later by the need to accommodate post-Duchampian art practice. This new paradigm of fine art placed an emphasis on criticality, information and interdisciplinary practice with a reduced role\n for self-expression, formalism and traditional skills. The challenge this offered to the curriculum was that there was no longer any core set of skills or knowledge that all students need to learn. This has come up against higher education sector requirements to provide a detailed description\n of what all students should learn and against which they are assessed. Behind this intractable contradiction lies a clash of two incompatible world-views: the one interpretive within fine art and the other positivist held by those who determine assessment policy. A consequence of the ubiquitous\n adoption of these assessment regimes and the pressures of marketization is that teaching to the test is once again becoming the norm, albeit without standardized examinations.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.3000,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"A 60-year dysfunctional relationship: How and why curriculum and assessment in fine art in England have always been problematic and still are\",\"authors\":\"Nicholas Houghton\",\"doi\":\"10.1386/adch_00005_1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article gives a brief account of the last 60 years of fine art in English art schools, concentrating on the curriculum and assessment only. Sixty years ago, there were national examinations and teachers taught to the test. The main causes of changes to assessment and curriculum\\n were policy decisions of the 1960s, which abolished national examinations. This was followed a decade later by the need to accommodate post-Duchampian art practice. This new paradigm of fine art placed an emphasis on criticality, information and interdisciplinary practice with a reduced role\\n for self-expression, formalism and traditional skills. The challenge this offered to the curriculum was that there was no longer any core set of skills or knowledge that all students need to learn. This has come up against higher education sector requirements to provide a detailed description\\n of what all students should learn and against which they are assessed. Behind this intractable contradiction lies a clash of two incompatible world-views: the one interpretive within fine art and the other positivist held by those who determine assessment policy. A consequence of the ubiquitous\\n adoption of these assessment regimes and the pressures of marketization is that teaching to the test is once again becoming the norm, albeit without standardized examinations.\",\"PeriodicalId\":42996,\"journal\":{\"name\":\"Art Design & Communication in Higher Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2019-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Art Design & Communication in Higher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1386/adch_00005_1\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"ART\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Art Design & Communication in Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1386/adch_00005_1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"ART","Score":null,"Total":0}
引用次数: 1

摘要

本文简要介绍了近60年来英国艺术学校美术的发展历程,仅从课程设置和评价两个方面进行论述。60年前,有全国性的考试,老师们接受考试。评估和课程改革的主要原因是20世纪60年代的政策决定,该决定废除了国家考试。十年后,需要适应后杜尚时代的艺术实践。这种新的美术范式强调批判性、信息性和跨学科实践,减少了自我表达、形式主义和传统技能的作用。这给课程带来的挑战是,不再有任何核心技能或知识是所有学生都需要学习的。这违反了高等教育部门的要求,即详细描述所有学生应该学习的内容以及对他们的评估。在这一棘手的矛盾背后,隐藏着两种不兼容的世界观的冲突:一种是美术中的解释性世界观,另一种是决定评估政策的实证主义世界观。普遍采用这些评估制度和市场化压力的结果是,尽管没有标准化的考试,但应试教学再次成为常态。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A 60-year dysfunctional relationship: How and why curriculum and assessment in fine art in England have always been problematic and still are
This article gives a brief account of the last 60 years of fine art in English art schools, concentrating on the curriculum and assessment only. Sixty years ago, there were national examinations and teachers taught to the test. The main causes of changes to assessment and curriculum were policy decisions of the 1960s, which abolished national examinations. This was followed a decade later by the need to accommodate post-Duchampian art practice. This new paradigm of fine art placed an emphasis on criticality, information and interdisciplinary practice with a reduced role for self-expression, formalism and traditional skills. The challenge this offered to the curriculum was that there was no longer any core set of skills or knowledge that all students need to learn. This has come up against higher education sector requirements to provide a detailed description of what all students should learn and against which they are assessed. Behind this intractable contradiction lies a clash of two incompatible world-views: the one interpretive within fine art and the other positivist held by those who determine assessment policy. A consequence of the ubiquitous adoption of these assessment regimes and the pressures of marketization is that teaching to the test is once again becoming the norm, albeit without standardized examinations.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
1.50
自引率
0.00%
发文量
9
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信