Learning, Assessment and Signature Pedagogies in the Visual Arts

Abstract

This chapter explores the dynamic intersection of three conceptual frameworks: a) making learning visible (e.g., Project Zero, 2001; Seidel, et al., 2001); b) assessment in the visual arts (Eisner, 1999, 2002, 2003, 2005, 2007); and c) signature pedagogies (Shulman 2005; 2008), within the context of a vibrant pre-tertiary arts school in the Republic of Singapore. Two pedagogies, consultation and critique, emerge for consideration as signature pedagogies in the visual arts. The process of consultation and critique provide opportunities for students to reflect on their own works as well as the works that are critiqued. They foster dynamic opportunities to examine and adjust expectations and judgments regarding students’ works and progress. The hallmark characteristics of critiques in the visual arts are that feedback is offered, and the presenter is expected to be accountable by responding to feedback through explanation, examples, reflections, self-questioning, and thinking. Signature pedagogies provide ways in which visual arts teachers dynamically explore, develop and shape the evolution of students’ learning, growth and development as artists. The chapter closes with an insightful response written by Susan Wright, who extends the discussion through an emphasis on dynamic processes of meaning-making and ways in which artistic processes are co-created through the interactions of students and teachers.