From Child Art to Visual Language of Youth

Description

This collection provides a critical overview of research on the assessment of visual skills in students from six to eighteen years old. In a series of studies, contributors reconsider evaluation practices used in art education and examine current ideas about children’s development of visual skills and abilities. Suggesting a variety of novel approaches, they provide crucial support to those who advocate assessment based on international standards. Such assessment, this volume shows, contributes to our knowledge about visual skills and their development, improving art education and its chances to survive the twenty-first century as a respected and relevant school discipline.

Sujets

• General officer
• General
• Cultural Studies

Informations

• Publié par: Intellect Books
• Date de parution: 01 mai 2013
• Nombre de lectures: 0
• EAN13: 9781783200580
• Langue: English

Extrait

First published in the UK in 2013 by
Intellect, The Mill, Parnall Road, Fishponds, Bristol, BS16 3JG, UK
First published in the USA in 2013 by
Intellect, The University of Chicago Press, 1427 E. 60th Street,
Chicago, IL 60637, USA
Copyright © 2013 Intellect Ltd
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission.
A catalogue record for this book is available from the
British Library.
Cover designer: Holly Rose
Copy-editor: Emma Rhys
Production manager: Melanie Marshall/Tom Newman
Typesetting: Contentra Technologies
ISBN: 978-1-84150-624-1
ePDF ISBN: 978-1-78320-058-0
ePub ISBN: 978-1-78320-059-7
Printed and bound by Hobbs the Printers Ltd, UK
Contents
Foreword
Rita L. Irwin, University of British Columbia, Vancouver, Canada; President of the International Society for Education Through Art (InSEA)
Preface
Andrea Kárpáti, ELTE University, Budapest, Hungary; and Emil Gaul, Hungarian Art Teachers’ Association of Hungary
Part I: History and current perspectives of assessment in the visual arts: National studies
Chapter 1:The status of assessment in the visual arts in the United States
Stanley S. Madeja, Northern Illinois University, Dekalb, Illinois, USA
Chapter 2:Assessment of art and design in England: A focus on the GCSE Examination
John Steers, National Society for Education in Art and Design
Chapter 3:From artistic and cultural education to the art of living: Evaluation of the French situation in 2010
Bernard Darras, Université Paris 1 Panthéon-Sorbonne, France
Chapter 4:Hungarian studies in visual skills assessment
Andrea Kárpáti, ELTE University, Budapest, Hungary; and Emil Gaul, Hungarian Art Teachers’ Association of Hungary
Chapter 5:The competences of visual arts teachers in using performance evaluation methods: The case of Turkey
Oğuz Dilmac, Atatürk University, Erzurum, Turkey
Part II: New assessment practices
Chapter 6:Assessment of performance in the visual arts: What, how and why?
Douglas G. Boughton, Northern Illinois University, Dekalb, Illinois, USA
Chapter 7:Developmental self-assessment in art education
Diederik Schönau, Cito Institute for Educational Measurement, Arnhem, the Netherlands
Chapter 8:The assessment of visual knowledge and communication in art education
Kerry Freedman, Northern Illinois University, Dekalb, Illinois, USA
Chapter 9:A national assessment of learning outcomes in art in the Finnish comprehensive school 2010
Sirkka Laitinen, the Viikki Teacher Training School, University of Helsinki, Finland
Chapter 10:How to create competency-based assignments in the visual arts?
Ernst Wagner, University of Erlangen-Nuremberg, Germany
Part III: Research paradigms on evaluation and assessment at schools and beyond
Chapter 11:The U-curve going Dutch: Cultural differences in artistic graphic development
Folkert Haanstra, Utrecht University/Amsterdam School of the Arts; Marie-Louise Damen, VU University Amsterdam; and Marjo van Hoorn, National Knowledge Institute on Arts Education and Amateur Arts, Utrecht
Chapter 12:Subject- and process-oriented competencies in visual arts education
Edith Glaser-Henzer, University of Applied Sciences Northwestern Switzerland, School of Education, Switzerland
Chapter 13:Considering the effects of metacognition on the process of writing about art
Kazuhiro Ishizaki, University of Tsukuba, Japan; and Wenchun Wang, Independent Scholar, Japan
Chapter 14:Research on visual literacy meanings with students and teachers
Ricardo Reis, University of Barcelona; i2ADS, School of Fine Arts, University of Porto
Foreword
Rita L. Irwin, The University of British Columbia; President, International Society for Education through Art
On behalf of the International Society for Education through Art (InSEA), it gives me great pleasure to congratulate editors Andrea Kárpáti and Emil Gaul, and their many chapter authors, for compiling an outstanding collection of articles on assessment for learning and the creation of art. At our recent 2011 InSEA World Congress held in Budapest, Hungary a research pre-conference was dedicated to an intense discussion on assessment, art, and education. InSEA is pleased to endorse this extremely important contribution to the literature that details the diversity of perspectives and debates shared during that event.
It is also important to recall an earlier milestone publication endorsed by InSEA and edited by three prominent art educators and InSEA members, Douglas Boughton, Elliot W. Eisner, and Johan Ligtvoet, entitled Evaluation and Assessment of Visual Arts Education: International Perspectives (Boston: Teachers College Press, 1996). That publication was a result of a research conference organized by InSEA and it sparked a great deal of international attention. Seventeen years later, InSEA hopes this new publication will spark as much or more international attention. It is important that we keep these ideas uppermost in the minds of educators and policy makers as change permeates our educational and cultural systems.
As you read through this volume you will experience a diversity of epistemological perspectives on assessment and you will experience a diversity of cultural perspectives steeped in local, national, and international sensitivities, traditions, reforms, and debates. It is perhaps in the liminal space of “and” that we, as an international group of art educators, can linger, discuss, imagine, debate, encourage, stress, agree, and disagree on what is taking place and what should take place. This edited volume provides an important springboard for animated discussions around child art, program reform, curriculum development, visual literacy, aesthetic judgment, visual culture, political agendas, and cultural traditions/innovations, among other important ideas on evaluation and assessment. Moreover, with authors representing visual arts education in Finland, France, Germany, Hungary, Japan, Morocco, Portugal, Spain, Switzerland, the Netherlands, Turkey, United Kingdom, and the United States, readers are invited to consider an important topic from a broad international basis. This is one of the greatest benefits of being connected with InSEA – our network of art educators from the world, willing to learn from one another in order to appreciate, enhance, and strengthen visual arts education worldwide. With that in mind, I want to thank all of you as readers for taking a keen interest in this topic and working to enhance and strengthen visual arts education in your local, national and/or international circles of connection.
Preface
to the collection of studies, From Child Art to Visual Language of Youth: New Models and Tools for Assessment of Learning and Creation in Art education
Andrea Kárpáti and Emil Gaul, Editors
In 2012, it is 16 years after Evaluating and Assessing the Visual Arts in Education – a collection of studies and resulting remarks edited by Douglas G. Boughton, Elliot W. Eisner, and Johan Ligtvoet – was published by Teachers College Press. The seminar, that was supported by the Paul Getty Trust, the results of which were published in this highly important work, may not be repeated, but it was the sincere hope of the organizers of the 33 rd InSEA World Congress 2011 , in Budapest, to revive its spirit. This collection of studies, presented at the “Research Pre-Conference” of this event, intends to provide a critical overview of assessment of visual skills and abilities of 6–18-year-old students as it is reflected in current international research. The authors reconsider evaluation practices of art education as well as existing models for the development of the visual skills and abilities of children and young adults and suggest new approaches to better suit the paradigm change that global art education has experienced recently.
The first group of studies discusses the history and current perspectives of assessment in the visual arts, based on large-scale national investigations. Assessment of the outcomes of art education has a long tradition: the first surveys were published in the 1930s. Stanley Madeja not only summarizes the history of American art education assessment, but also provides a unique overview of the evolution of evaluation instruments: from drawing tests to electronic portfolios; from targeting visual skills to documenting the creative process. He outlines models of policy making that shaped the past and influence the present and future of art education worldwide. He reveals reasons why the arts have failed to assume the place in the school curriculum they deserve. Lack of consensus with educational leadership and social stakeholders about what should be taught, scarcity of reliable assessment procedures, and insufficient time and effort dedicated to measuring and disseminating outcomes of art education at schools have largely contributed to the current, unacceptably low status of our discipline.
Further in this chapter, national art-assessment studies introduce the interplay of educational and aesthetic, cultural and social trends that shape the contents and methodology of art education, resulting in more and more authentic documentation of its outcomes. For art educators, the quantitative nature of psychological measures of visual skills and abilities is inadequate, but to produce reliable information that convinces decision makers about the importance of the arts for human growth, “hard data” are needed. John Steers introduces a unique example of a synergy of formative and summative assessment practices. The system he significantly contributed to developing, the General Certificate of Secondary Education (GCSE) in the United Kingdom, is valid, reliable, flexible, and cost-effective, and builds on the expertise of art educators. This “tea