What is Meant and what is Understood? The Role of Written Assessment Feedback in the Fine Art Subject Area

Report written as part of a research project (The Pedagogy of Fine Art) exploring contemporary pedagogy and attitudes to teaching within the fine art subject area

The Teaching Landscapes in Creative Subjects: Fine Art Area Report

Report written as part of a research project (The Pedagogy of Fine Art) exploring contemporary pedagogy and attitudes to teaching within the fine art subject area

Teaching and Professional Fellowship Report 2003/4 : Writing in the Context of Fine Art Education

Originating from the question "what happens to writing as a practice when students of Fine Art are doing the writing?" Kate Love investigated the new approaches to art writing which are surfacing both within University of the Arts London and peer institutions, using the knowledge gained to enlarge student perception of the possibilities for writing and writing-based assignments with a Fine Art based curriculum. Her starting point was to research the effect that the contemporary application of 'performative theory' has had on writing in Fine Art educatio

The Sculpture Question

Paper presented, and subsequent panel discussion with: Jordan Baseman, artist and Head of Sculpture, Royal College of Art; Anna Moszynska, art historian and author, Sculpture Now; Emma Hart, artist; Jon Wood, Research Curator, Henry Moore Institute, and co-editor, Modern Sculpture Reader Chair: Terry Perk, sculptor and Reader in Fine Art and Associate Head of the School of Fine Art, UCA

Variation in teachers' and students' understanding of teaching and learning in Fine Art and the broader community

This paper focuses on discerning the critical differences, or variation, in the way teachers and students experience and understand the subject of Fine Art and its relation to its broader community. In previous research (Reid, 1999; Davies & Reid, 2001), relations have been found within the music and design disciplines where teachers and students experience of one of three defined dimensions was strongly related to the ways in which they understood teaching and learning their subject. The musicians and designers (and their students) described their experience of the professional world in three hierarchically related ways. This constitution has become known as the subject 'Entity'. Taking a phenomenographical approach, the paper asks whether the experience of learning and teaching in Fine Art education, both for students and teachers, is consistent with conceptions shared, within the educational community, about the professional world of fine artists. In so doing this research project is intended to reveal the 'Fine Art Entity'. Discerning and describing the 'Fine Art Entity' is intended, not only to provide a basis for enhancement of learning, teaching and curriculum development in Fine Art practice, bit also to make a significant contribution to the subject discourse within the communit

‘Being an artist you kind of, I mean, you get used to excellence’: Identity, Values and Fine Art Assessment Practices

In this article I report on a study into fine art lecturers’ assessment practices in higher education. This study explores the ways that lecturers bring themselves into the act of assessment (Hand & Clewes 2000). I interviewed twelve fine art lecturers who worked across six English universities. Lecturers were asked to relate to me how they learnt to assess student artwork and what informed their judgement making. My research explores the interfaces between fine art lecturers’ assessment practices, their values and identity/ies. My analysis offers a rendering of the ways that values underpin lecturers’ assessment practices. The article explores the ways that lecturers’ assessment decisions relate to their experiences as ex art students, their identity as artists, their own artistic practices, their conceptualisation of the arts arenas and the HE sector. My key overarching argument is that identity/ies and values underpin and enrich fine art lecturers’ assessment practices

Fine Art: A guide to finding information

A guide to the relevant print and electronic resources for Fine Ar

Teaching art appreciation at the fine arts museum

Since its official opening on the 7th May 1974, the National Museum of Fine Arts in Valletta has been regarded as one of the best sources of cultural enrichment on the island. Its contribution to the education of adults and youngsters, especially those interested in the representational arts, should indeed be considerable and local art masters in the secondary schools and higher institutions may fully avail themselves of such a source.peer-reviewe