The Imputation of Authenticity in the Assessment of Student Performances in Art

Brown, Neil C. M.

doi:10.1080/00131850123373

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“…Another arts educator, Brown (2001), has more recently drawn up a more complex matrix incorporating Continental and postmodern writers which shows how such a pastiche can only contain its differences uneasily within an educational metanarrative. The idea of a student producing authentic art works underpins most educational discourse in arts education with its concomitant assumptions of intentionality, or autonomy of the student.…”

Section: Making Heterogeneities Coherentmentioning

confidence: 99%

“…The idea of a student producing authentic art works underpins most educational discourse in arts education with its concomitant assumptions of intentionality, or autonomy of the student. Brown (2001, p. 310) assumes that all assessors of student work, including student art, give credit under principled terms of some kind. His matrix of epistemologies and pedagogies demonstrates sympathetic and marginal relations between pedagogical practices and principled assumptions of knowledge and truth which he calls epistemologies.…”

Section: Making Heterogeneities Coherentmentioning

confidence: 99%

“…‘The angst of existential dilemma in Sartre contrasts with the relative indifference in Baudrillard to the authenticity of human experience. The middle rows express similar dichotomies’ (Brown, 2001, p. 310). In some epistemologies, knowing involves inquiry into artistic problems which are socially meaningful to the knower, while in others knowing entails an inquiry into the problems of socially produced meaning in art.…”

Section: Making Heterogeneities Coherentmentioning

confidence: 99%

“…In some epistemologies, knowing involves inquiry into artistic problems which are socially meaningful to the knower, while in others knowing entails an inquiry into the problems of socially produced meaning in art. ‘The former is relative to the subject, the latter relative to the cultural economics of society’ (Brown, 2001, p. 312). So the different epistemologies are not altogether incommensurable with each other but, like family resemblances in a Wittgensteinian language game, can be understood in educational discourses because of their similarities even though there is no fixed prototype or essential meaning common to them (Wittgenstein, 1953, §67).…”

Section: Making Heterogeneities Coherentmentioning

confidence: 99%

“…Is it possible, as Efland (1990 ) suggests, to combine competing traditional ideologies of education in a complex postmodern pastiche which can nonetheless provide standards of assessment and evaluation without presuming a grand narrative? Brown (2001 ) suggests not. This paper examines the challenge of maintaining principled standards and recognising postmodern relativities, making particular reference to the notion of the sublime and the arts curriculum.…”

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Sublime Heterogeneities in Curriculum Frameworks

Haynes

2006

Educational Philosophy and Theory

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To what extent does the construction of any curriculum framework have to contain axiological assumptions? Educators have been made aware of tacit epistemological assumptions underlying existing curricular frameworks by the continual demands for their revision. Eisner (1979, 2002) suggested that curriculum policy should be centred around imagination; economic rationalists have suggested that it be made more functional and accountable than traditional university disciplines allow for. Is it possible, as Efland (1990) suggests, to combine competing traditional ideologies of education in a complex postmodern pastiche which can nonetheless provide standards of assessment and evaluation without presuming a grand narrative? Brown (2001) suggests not. This paper examines the challenge of maintaining principled standards and recognising postmodern relativities, making particular reference to the notion of the sublime and the arts curriculum.Keywords: sublime heterogeneity, inconsistent aims of education, differend, open curriculum frameworks, living in difference, art curricula Ideological Heterogeneities in CurriculaAn ideology is more loosely constructed than a theory, but it depends upon networks of assumptions, principles, beliefs about what it means to be a good person, that we generally pick up from everyday experience and vernacular language without being aware that we are so doing, An ideology affects not only the way teachers interact with students, but what they consider important enough to include in the curriculum and how they evaluate it. What we include as content in the curriculum will depend on how we think we know the world. The recommended pedagogy will depend on how we believe students learn, the activities we include in the curriculum equally depend on our theory of learning and our ethics, and our assessment or evaluation of success will depend on what we take to be worthwhile education and the power of the teacher.Elliot Eisner (1979, Ch 4) distinguished five basic orientations to the curriculum: academic rationalism, personal relevance, social adaptation, social reconstruction, and curriculum as technology, which were based on differing aims of education but did not distinguish between different epistemologies of the student as learner and knower.770 Felicity Haynes

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Section: Making Heterogeneities Coherentmentioning

confidence: 99%

Section: Making Heterogeneities Coherentmentioning

confidence: 99%

Section: Making Heterogeneities Coherentmentioning

confidence: 99%

Section: Making Heterogeneities Coherentmentioning

confidence: 99%

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confidence: 99%

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