Bachelor of Arts
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Browsing Bachelor of Arts by Subject "Art--Study and teaching (Secondary)--Singapore"
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- PublicationRestrictedRethinking assessment in the visual arts : a study of lower secondary art assessment practices in Singapore(2004)Goh, Tricia Su IngThe debate about the validity of assessment as a measure of student learning in art is undoubtedly a longstanding one. Historically, research literature relating to art assessment has not sufficiently emphasized or fully addressed the issue of student assessment. In a survey of Studies in Art Education, Boughton (1997) reported that only 5% of the articles published between 1959 and 1974, dealt with evaluation, of which were addressing mostly program evaluation rather than student assessment. Gruber and Hobbs's (2002) informal survey from the same publication also reported that only 18 out of 376 articles, published from 1988 to 2001, dealt with assessment or evaluation.
This extends to the context of Singapore, where there are no known resources or concrete methods of assessment employed in the evaluation of lower secondary art. This lack of research could account for prevalent narrow perceptions and limiting approaches of assessment in the visual arts, where assessment in art education is seldom more than a form of statistical accountability, lacking any broader pedagogical significance. Munro's (1956) caveat that the awareness of "how purely individual, unique, and capricious" our methods of assessment are in the field of art instruction, remains largely unaddressed.
The aim of this study is to review the current assessment practices of lower secondary art educators in Singapore through an examination of theories in relation to the educational value and significance of assessment in the visual arts, complemented by a qualitative appraisal of the range of art assessment practices adopted by 10 lower secondary art teachers. With an informed analysis, this study uncovers a plethora of issues confronting the assessment of lower secondary art and puts forth a framework which will emphasize the pedagogical and instructional concerns of assessment in relation to student learning.212 87 - PublicationRestrictedA study of school art gallery practices in Singapore secondary schools(2004)Tay, Sabryna Shih PhingThis study aims to uncover the pedagogical potential of school art galleries in secondary schools through two qualitative, descriptive case studies. Drawing upon literature from art education, museum education and museology, this research tested the following assumptions: (i) that school art galleries are crucial to art education by offering students a physical space embedded with the codes and ritual so viewing and display, and (ii) the school art gallery programme encourages art discourse among students and enriches their understanding of art through regular interaction with artworks on display, an aspect that has been sorely neglected in the local schools which often favour a production-orientated syllabus. In addition, the research explore how the school art gallery as a site, influences the teaching and learning.
173 35 - PublicationRestrictedA study of Singapore secondary school art teachers' roles as contemporary practicing and non-practicing artists : impact on students' artmaking(2004)Maziyan AbdullahThe teaching of visual art is no longer just about transferring technical skills such as drawing and painting. With many artists around the world constantly experimenting and exploring innovative ways of presenting artworks, added by the emergence of new media, there is a need for art teachers to keep abreast of new developments in the art industry lest they become less relevant. The concern is the manner in which an art teacher can accomplish this. Should the teacher make the extra effort and allocate extra time to continue practice as an artist that still produces and exhibits artwork or can there be other ways in keeping oneself relevant besides practicing? The pertinent issue therefore is how the respective beliefs and practices of art teachers as either practising or non-practising contemporary artists can impact on the students' learning of art.
Although the popular belief based on existing written materials that teachers who are practicing are likely to have an added advantage over the students, my study will illustrate that the art teachers who are practicing contemporary artists are not necessarily different on making an impact on students than their non-practicing counterparts. Conversely, this study reveals how art teachers, who do not necessarily have to produce and exhibit personal artworks, can still remain current and relevant in order to provide the students with meaningful experiences in relations to contemporary artmaking.132 40 - PublicationRestrictedA study of the use of the visual diary and its impact on lower secondary art education in Singapore(2004)Nur Fazelinda Mohamed NoorThis study stems from my interest in how the visual diary is used in the Lower Secondary Art Education. This documentation should begin from conceptualisation to completion and most importantly, it should assist the pupils in the development of their body of work. This study also seeks to examine the relationship between the teachers' perception and implementation of the visual diary and the pupils' perception and experience of the visual diary.
I thus embarked on a study on three secondary schools in order to data that would enable me to analyse and interpret this relationship. The results of my research suggested the teachers' perception and method of implementation of the visual in their cuniculum does have an impact on how their pupils' perceive and experience the visual diary and it also affirms my suspicion that teachers are not tapping onto the full potential of the visual diary.150 39 - PublicationRestrictedWhere the syllabus ends and the teacher begins : a study of teaching the art curriculum in Singapore secondary schools(2004)Heng, Edmund Aik MingThere is often a disjunction between the theories of art education and their actual practices. This is further complicated by the context of the educational system, where crucial questions exist in what type of knowledge and skills are being imparted and who makes those choices and how is it being regulated. This can also be referred to as the "curriculum". The concept of "curriculum" can be used in two different ways. One concept generally refers to everything teachers teach and students learn in school. Another is the educational plan laid down in some type of official document defining the aims, content, resources, pedagogical strategies and assessment practices of education in a country. Both concepts shall be examined in this paper.
The purpose of this Academic Exercise is to obtain insight into how the new syllabus and curriculum package is being utilized by secondary school art teachers, in particular the 2001 Lower Secondary Visual Arts Syllabus. This would determine the relation of the syllabus to the way teachers view their teaching. Silbennan's comments that "the banality and triviality of the curriculum in most schools has to be experienced to be believed" provided the impetus for a ground investigation of what is actually being taught and learnt in our secondary schools today (Silbeman 1970, p.28). The link between art teachers' beliefs and practices is examined and this is has further complications when we bring in the expectations of the art curriculum.
The study will first trace the development of the art curriculum in Singapore and discuss its changes within the larger field of education. This sets the platform for an investigation into how the implementation process of the new syllabus is being perceived by the secondary school art teachers involved in this research. The intention is to study how the new syllabus would operate within the complicated structure of educational policies, school autonomy, curriculum reorganization and the response of the individual. This would hopefully begin to answer the question of where the art syllabus ends and the teacher begins.
There are two primary sources of data for this paper, the first being research material consisting of the available curriculum resource material, government reports, press releases, journal articles and other related literature; and the second being field data from the investigative research.160 53