This article is an account of a pilot project designed to help art & design teachers in training use their particular strengths to report on classroom observation through visual art. The project is underpinned by the notion that the arts provide a particular way of knowing and that teaching should be student-centred. I argue that if the arts can be seen to be a particular way through which we can understand the world then they can be used as both a pedagogical tool and possibly a vehicle for collecting data and reporting research. A group of 19 student teachers of art & design were given tasks which involved reporting on their school placement experience via a visual art form rather than through a text-based form such as writing. The resulting images were discussed in a seminar and a sub-group of three students was purposely selected for interviews. It was found overall, the students valued the approach taken and that they gained valuable insights into their professional placements through adopting an art-based approach to educational research.As a result, I advocate in this article a greater use of arts-based approaches to research which explores educational experience, not only in the arts, but in all areas of teaching and learning. JADE 26.3 (2007) Abstract
In this paper, we discuss the rationale for using museums as alternative settings for initial teacher education in the primary sector by identifying the significance of transferring the pedagogical strategies characteristic of museum settings to primary art education. To illustrate our points, we examine the case of the "Take One Picture" initiative (hereafter as TOP) by drawing upon evidence from the TOP Cultural Placement pilot project in Cambridge. We call attention to "dialogic teaching" as a valuable pedagogical principle that trainee teachers can take away and build upon to inform their day-to-day practice. Our reflections on the TOP project reaffirm the distinctive role of the museum context in teacher training and the importance of dialogue in engagement with art. In addition, the TOP project showcases how fine arts can be taught from a Visual Culture Art Education (VCAE) perspective that incorporates socio-cultural contexts. We also put forward a "repertoire" approach that connects the various dimensions in art education, including appreciating, making and displaying art. This small case study enriches the current literature by highlighting that museums can be turned into exemplary settings for raising awareness of dialogic teaching and for teachers and educators to practice, design, and improve their own strategies of dialogic teaching. In response to the limitations of the TOP program, we propose that trainee teachers could be encouraged to make art works during their training and that future practices can incorporate a "Take One Object" (TOO) approach to complement the employment of visual stimulus in art education with material objects.
We present high speed photometric observations of the eclipsing dwarf nova IP Peg taken with the triple-beam camera ULTRACAM mounted on the William Herschel Telescope. The primary eclipse in this system was observed twice in 2004, and then a further sixteen times over a three week period in 2005. Our observations were simultaneous in the Sloan u ′ , g ′ and r ′ bands. By phase-folding and averaging our data we make the first significant detection of the white dwarf ingress in this system and find the phase width φ of the white dwarf eclipse to be 0.0935 ± 0.0003, significantly higher than the previous best value of 0.0863 < φ < 0.0918. The mass ratio is found to be q = M 2 /M 1 = 0.48 ± 0.01, consistent with previous measurements, but we find the inclination to be 83.8 ± 0.5 deg, significantly higher than previously reported. We find the radius of the white dwarf to be 0.0063 ± 0.0003R ⊙ , implying a white dwarf mass of 1.16 ± 0.02M ⊙ . The donor mass is 0.55 ± 0.02M ⊙ . The white dwarf temperature is more difficult to determine, since the white dwarf is seen to vary significantly in flux, even between consecutive eclipses. This is seen particularly in the u ′ -band, and is probably the result of absorption by disc material. Our best estimate of the temperature is 10, 000 -15, 000K, which is much lower than would be expected for a CV with this period, and implies a mean accretion rate of < 5 × 10 −11 M ⊙ yr −1 , more than 40 times lower than the expected rate.
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