Year: 2008
Type: article
Abstract: Predetermined assessment criteria and target levels threaten to constrain and limit teachers’ desire to provide a balanced and innovative curriculum for their pupils. Through the collaborative production of annual installations, the fine art department at Trinity Catholic School has attempted to confound the effects of a comprehensive school's limitations. These installations allow hundreds of participants of all ages to collaborate in a partnership ethos exploring contemporary issues and modes of practice and enable both pupils and teachers to engage with art as a creative process. The installation is used as a gallery resource centre both in‐house and by the local community. The recent installation entitled ‘Laboratories’, analysing links between art and science, becomes a case study to examine the avoidance of limitations imposed by exam‐driven targets. Instead an environment was fostered that actively promoted a ‘learning for all’ philosophy including teachers and mature students.
Author: Sheridan Horn
Language: English
Subfield: Visual Arts and Performing Arts
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2019754384