Art education has gone through a number of paradigms since its origins in the medieval guilds. Yet ever since joining the university system in the 1970s; art departments have struggled to articulate a contemporary paradigm which accurately reflects what they do; to the extent that it often seems more realistic to say that art canrsquo;t be taught at all.At the same time; science departments have struggled with the problem first noted by science historian Thomas Kuhn in 1962 ndash; that the history of science depends on the creative brilliance of lsquo;extraordinary scientistsrsquo; who yet have no place within the confines of traditional university teaching.In this book; Jenny Waller argues that both these problems result from our assumptions about what counts as education. Taking the axes of Articulation and Acceptance by the university disciplines; she creates a grid-matrix of educational assumptions resulting in the quadrants Professional Practice; Normal Science; Extraordinary science and Voodoo. Then using the findings from a year-long ethnographic study of Fine Art studio teaching in a university department; she shows how contemporary art teaching fits into the quadrant of extraordinary science; providing a powerful contemporary paradigm for what art educators do.At the same time; her analysis of how art is taught provides science teachers with a blueprint for developing the potential of their students to be truly extraordinary. ldquo;This articulationhellip;makes an original and significant contribution to the current literature on teaching and learning practices in the creative arts.rdquo;Professor Bruce Brown; Pro-Vice-Chancellor for research; University of Brighton
#2798202 in eBooks 2016-04-01 2016-04-01File Name: B01FPR618W
Review
