TY  - UNPB
TI  - Engaging with students and tutors :understanding perceptions of practice-based coursework within an MA Art Education programme
EP  - 182
AV  - restricted
Y1  - 2008///
N1  - Thesis: (EdD) University of London Institute of Education, 2008.
ID  - discovery10019857
N2  - The research aimed to develop deeper understandings of students' and tutors'
perceptions of practical work in the MA Art, Craft and Design Education at
Roehampton University, the main and traditional form of assessment being written
work. I sought to capture something of the meanings and value that students and
tutors attach to their experiences of doing and supervising practical work. The term
'Practice-based coursework' refers to the students' own practical work in art, craft
or design, which, in this degree, is undertaken in an educational context indicating
the visual work must relate to theories and practices of teaching and learning.
Heuristic research emphasizes autobiography and internal searching as one seeks
to understand phenomena in increasing depth, an approach that enabled me to
connect the disciplines of educational research with the living of my professional
life. My experience as an MA tutor was studied alongside the experiences of six
students and another tutor, as co-participants in the research, through deep
reflection upon my thinking and actions. My strategy was to narrate layers of lived
experience through open-ended, unstructured interviews and my keeping a
reflective diary. I aimed to connect the student and tutor accounts, narrating my
own presence as an involved and implicated researcher who is part of the
community of practice being studied. Reflexivity proved to be a key resource and
dimension of the research, requiring the critical engagement of self by all
participants.
Students and tutors value practical enquiry for the opportunity to engage personally
and reflexively with the complexities, ambiguities and emergent meanings of art.
However, practical work sits somewhat uneasily with an outcome-oriented ethos
prevalent in education, impatient for demonstrable and transferable results. The
findings have implications for expanding provision for practice-based coursework in
art education programmes in higher educatioq and for enhancing students' artistteacher
identities.
UR  - http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630801
PB  - Institute of Education, University of London
M1  - Doctoral
A1  - Hall, James.
ER  -