Through a Glass Darkly: the Teaching and Assessment of Drawing Skills in the UK Post-16 Art & Design Curriculum

Owen, Chris (2019) Through a Glass Darkly: the Teaching and Assessment of Drawing Skills in the UK Post-16 Art & Design Curriculum. International Journal of Art & Design Education. ISSN 1476-8070

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Official URL: https://doi.org/10.1111/jade.12265

Abstract

This article investigates the ways in which drawing is taught and assessed in post‐16 UK schools and colleges, with a particular focus on A Level art and design courses. Through an historical survey of the development of syllabi and assessment methods, it traces how the role of drawing in the curriculum has changed over the past sixty years. From a series of prescribed observational drawing exercises, the A level exam has evolved into a holistic exploration of each student’s creative process, and drawing is now seen mainly as an integral part of that process. The article demonstrates how the art history element of the syllabus has also been gradually integrated into practice, and thus into the drawing process itself. Questions are raised about how these changes have influenced the nature of the portfolios which students entering higher education bring to interview. In short, this article seeks to answer the question: do we now teach and assess observational drawing skills ‘through a glass darkly’, obscured by other considerations within the art educational curriculum?

Item Type: Journal Article
Keywords: A level, drawing, syllabus, examination, art, education, history, foundation
Faculty: Faculty of Arts, Humanities & Social Sciences
Depositing User: Ian Walker
Date Deposited: 17 Sep 2019 13:28
Last Modified: 14 Nov 2019 16:07
URI: http://arro.anglia.ac.uk/id/eprint/704765

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