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Pedagogy, subjectivity and mapping judgement in art, a weakly structured field of knowledge

Pedagogy, subjectivity and mapping judgement in art, a weakly structured field of knowledge

The generally acknowledged play of subjectivity in the judgement of art makes the concept of achievement in the discipline a complex one. In this paper I show that there are sought after albeit tacit criteria for secondary school art in a south-western region of South Africa, and that these features are similar to criteria in art assessment literature. I describe attempts to elicit the existence and nature of criteria from the teachers and moderators responsible for evaluation of learners' final-year exhibitions, these displays being the only school art graded by teams rather than single individuals. Delineation of criteria is based on interviews and a ranking task administered to teachers and moderators. While results show broadly similar criteria, rankings are not uniform. Rankings are,... Show More
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