‘We kind of try to merge our own experience with the objectivity of the criteria’: The role of connoisseurship and tacit practice in undergraduate fine art assessment

Article English OPEN
Orr, Susan;
(2010)

This article explores connoisseurship in the context of fine art undergraduate assessment practice. I interviewed twelve fine art lecturers in order to explore and unpack\ud the concept of connoisseurship in relation to subjectivity, objectivity and tacit practice.\ud B... View more
  • References (23)
    23 references, page 1 of 3

    Atkinson, P. and Claxton, G. (2000), The Intuitive Practitioner: On the Value of not Always Knowing what One is Doing, Maidenhead: Open University Press.

    Bell, S. (2000), 'The crit is dead!' Paper presented at the Rethinking Assessment Event, Surrey (accessed 11/7/2000) , www.brighton.ac.uk/adm-hea/html/issues/issuesassessment-critdead.html.

    Bloxham, S. and West, A. (2007), 'Learning to write in higher education: Students' perceptions of an intervention in developing understanding of assessment Bourdieu, P. (1973), 'Cultural Reproduction and Social Reproduction', in R. Brown (ed.), Knowledge Education and Cultural Change, London: Tavistock.

    ____ (1977), Outline of a Theory of Practice, Cambridge: Cambridge University Press.

    ____ (1986), Distinction: A Social Critique of the Judgement of Taste, London: Routledge.

    Bourdieu, P. and Wacquant, L. (1992), An Invitation to Reflexive Sociology, Chicago: Chicago University Press.

    Brawn, R. (2000), 'The formal and the intuitive in science and medicine' in P. Atkinson, and G. Claxton, (eds.), The Intuitive Practitioner: On the Value of not Always Knowing what One is Doing, Maidenhead: Open University Press.

    Cannatella, H. (2001), 'Art assessment', Assessment and Evaluation in Higher Education, 26:4, pp. 319-26.

    Cowdroy, R. and de Graaff, E. (2005), 'Assessing highly-creative ability', Assessment and Evaluation in Higher Education, 30:5, pp. 507-18.

    Ecclestone, K. (1999), 'Empowering or ensnaring?: The implications of outcome-based assessment in higher education', Higher Education Quarterly, 53:1, pp. 29-48.

  • Metrics
Share - Bookmark