Visual arts declarative knowledge : tensions in theory, resolutions in practice
Exley, Beryl Elizabeth (2008) Visual arts declarative knowledge : tensions in theory, resolutions in practice. International Journal of Art and Design Education, 27(3), pp. 309-319.
This paper focuses on the contribution literacy, linguistic, curriculum and pedagogic theories make to realising declarative knowledge (Wittgenstein, 1967) outcomes for middle years visual arts students in one multi-age Australian classroom. Understandings of literacy as visual arts content and process, as articulated in the Queensland School Curriculum Council (QSCC, 2005) Years 1 to 10 Syllabus, are analysed in terms of the above mentioned theories.. This analysis reveals four significant tensions: an absence of linguistic knowledge for the construction of declarative knowledge written texts; the assumption that subject English provides the skills base for the production of visual arts declarative knowledge written texts; slippage between the proposed curriculum orientation and teaching position for achieving high quality declarative knowledge outcomes; and, a lack of specificity for the form of metaphor to be used in visual arts education. The paper presents classroom data from one middle years teacher, Mr Brandt Ember (pseudonym), who takes up multiple curriculum orientations and teaching positions to facilitate high quality declarative knowledge outcomes. He commences the lesson by drawing on the students’ life worlds, and then moves into the role of expert so as to provide arts-specific content and linguistic instruction before the students complete their written descriptions. The findings contribute to the worldwide debates surrounding teaching and learning practices for developing visual arts declarative knowledge outcomes by re-issuing the call for syllabus planners to make the links between a content area and its literacy demands explicit and for teachers to reclaim spaces for subject specific literacy instruction.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Additional Information:||This is the final author copy before publication|
|Keywords:||Visual arts, Functional grammar, Declarative knowledge, Literacy, Art education|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Creative Arts Media and Communication Curriculum and Pedagogy (130201)
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2008 Blackwell Publishing|
|Copyright Statement:||The definitive version is available at www.blackwell-synergy.com|
|Deposited On:||01 Jun 2009 08:48|
|Last Modified:||29 Feb 2012 23:47|
Repository Staff Only: item control page