Aesthetic Learning About, In, With and Through the Arts: A Curriculum Study by Lars Lindström
That was really interesting reading and it put things that I already do as part of my practice in context so I can I understand which things I need to work on and incorporate more in teaching but also learning.
Lindstrom talks about the different ways and approaches of aesthetic learning and outlining four distinct modes of learning: learning about, in, with and through the arts (Lindstrom 2012).
These four modes of learning are looking into developing research skills and contextual awareness, experimenting with different techniques, materials, concepts and approaches, critical thinking skills and how art has impacted other areas like history or culture. Lindstrom also mentions how students should also be able to develop life skill such as collaboration and problem solving (Lindstrom 2012).
I relate a lot with Lindstrom views on the four modes of learning and how important they were when I was studying photography as well as now as a teacher. I deliver a lot of portfolio advice sessions as well as 1-1 feedback on portfolios for students wishing to create work in order to apply for university. Lindstrom mentions how the form of portfolio of work is relevant across all modes of learning but focuses a lot on “learning in” the arts (Lindstrom 2012). I focus a lot on the idea development and experimentation part of the project as you can all the different stages and how the outcome developed, an insight to the students journey.
Learning outcomes and assessment criteria in art and design. What’s the recurring problem? by Allan Davies
Davies, critically explores the complicated process of creating learning outcomes within the art and design education.
This is a really interesting read as Davies reflection is based on a project funded by the Learning and Teaching Support Network (LTSN) which aimed to support art and design educators in developing learning outcomes and assessment criteria.
The main points that I took from Davies reflection:
There are challenges in articulating learning outcomes in art design. How to you measure creativity, imagination and intuition when they are really important part of the process. Davies talks about the need to adapt learning outcomes based on the exploratory and dynamic nature of art and design and the importance of mapping LO’s with assessment criteria (Davies, 2012).
Ensuring that the students understand what is expected of them and support and communicate with them through the learning process and accommodate for the different needs of creative disciplines.
Finally, to embrace the complexity of the creative learning processes and accommodate for the different needs of creative disciplines.
References
Davies, A. (2012) ‘Learning outcomes and assessment criteria in art and design. What’s the recurring problem?’ Networks (18) Available at: http://arts.brighton.ac.uk/projects/networks/issue-18-july-2012/learning-outcomes-and-assessment-criteria-in-art-and-design.-whats-the-recurring-problem (Accessed: 10 March 2024)
Lindström, L. (2012), Aesthetic Learning About, In, With and Through the Arts: A Curriculum Study, Available at: https://onlinelibrary.wiley.com/doi/10.1111/j.1476-8070.2012.01737.x (Accessed: 10 February)