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Higher art and design still life essay
Around 10 years ago, I completed a project, funded by the then Learning and Teaching Support Network (LTSN) Art, Design and Communication Subject Centre, intended to provide support for art and design teachers who were developing learning outcomes and assessment criteria for their students (). My intention was to lay out the issues as clearly as possible and provide advice, particularly for new staff, on how outcomes and assessment might be related to the student experience. There was an underlying imperative to the project at the time which was the emergence of ‘learning outcomes’ as key features of learning in the new quality agenda established by the Quality Assurance Agency (QAA). Although outcome-led learning was not new to higher education, the utilisation of learning outcomes within the definition of quality learning was. This paper is my personal reflection on those issues based on work I have carried out subsequently both formally as research and informally in supporting institutions and departments in writing outcomes and assessment criteria.
So, I suggest, in art and design whilst it is important that students know what they have to do on any course of study, it is not necessarily through published learning outcomes. Learning outcomes might be seen as necessary for administrative purposes but they are not sufficient in helping students develop an idea of what they will be learning and how they will go about it. Indeed, in a highly supportive context, learning outcomes might be so generalised as to only define the landscape and the boundaries of their intended learning. The knowing of what to do becomes developmental and personalised.
Higher Art and Design Essay Plan
As part of their project-based learning unit in geometry, teams of students worked together to envision and design a state-of-the-art athletic complex for their high school in the year 2025.
John Biggs’ book, Teaching for Quality Learning at University (2003) became highly influential during this period and has been used subsequently as a key reader on most courses for new teachers in universities throughout the UK. In my paper, I drew heavily on Biggs, particularly his SOLO taxonomy as it was quite evidently, like Bloom’s taxonomy beforehand, a potential tool for developing and designing assessment criteria.
Advanced higher art and design essay
There was emerging a good deal of literature surrounding outcome-led learning, particularly on how to write coherent outcomes within a skills context and, increasingly so, in a context in which the written form, such as essays and reports, was a predominant mode of evidencing achievement. There was less similar material on assessment, although the literature on assessment, particularly in secondary education, has a long history. There was, of course, even less literature on these topics within art and design.
I drew much of the material for the project from other sources. There was a broad consensus on the value of learning outcomes and how they might be articulated. There was an obvious concern to avoid ambiguity in the writing and presentation of learning outcomes with cautionary remarks and recommendations that I wove into the project, attempting, where possible, to highlight the challenges for art and design. Simultaneously, there emerged a most valuable critique of learning outcomes by Hussey and Smith (2002) that had the potential to derail the outcome juggernaut before it had developed any steam. Their comments, despite being equally relevant today, did not hamper the momentum that has led to learning outcomes being adopted in (almost) all HE institutions in the UK.
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Allan Davies is a consultant in Higher Education Art and Design.
Allan Davies is a consultant in Higher Education Art and Design. Prior to this he was a Senior Adviser at the Higher Education Academy and before that he was Director of the Centre for Learning in Art and Design (CLTAD) at the University of the Arts. In the early days he was Head of Art and Design at what is now the University of Worcester and even further back he was programme leader for graphic information design at what was then Falmouth College of Art. During some of this he was a GLAD committee member. He is currently a QAA reviewer and was a member of the original QAA Subject Benchmark Statement for Art and Design panel.
Ringling college of art and design essay
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