Six into One: The Contradictory Art School Curriculum and how it Came About
Six into One: The Contradictory Art School Curriculum and how it Came About
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六合一：矛盾的艺术学校课程及其起源
DOI：
10.1111/jade.12039
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发表时间：
2016
影响因子：
1.1
通讯作者：
Nicholas Houghton
中科院分区：
文献类型：
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作者：
Nicholas Houghton
本文试图通过对大专美术课程历史的分析，来理解当今的大专美术课程。它发现，有六种不同的课程被描述，它们是：学徒课程、学术课程、形式主义课程、表达课程、概念课程和专业课程。随着新课程的引入，它不是取代了以前的课程，而是与一些甚至大部分现有课程共存。大多数课程变化都发生在过去的60年里。在此期间，艺术家的教育得到了大规模的扩展，同时艺术学校容纳了首先是现代主义，然后是后杜尚美学。结论是，这造成了一个非常拥挤的课程。此外，尽管学生可能学到的东西的选择越来越多，但根本没有什么是所有学生都必须学的。课程的一个部分收缩到另一个部分，这可能是有问题的。然而，缺乏核心才会带来更大的困难，尤其是因为如果学生学习不同的东西，就不可能实施统一的评估制度。
This paper seeks to understand the present day postsecondary art curriculum through analysing its history. It found that there have been six distinctive curricula and these are described; they are: Apprentice, Academic, Formalist, Expressive, Conceptual and Professional. As a new curriculum has been introduced, instead of displacing a previous curriculum, it has co-existed with some or even most of what was already there. Most of the curriculum changes have taken place in the last 60 years. During this time there has been a massive expansion in the education of artists and at the same time art schools accommodated first modernism and then post-Duchampian aesthetics. A conclusion is that this has made for a very crowded curriculum. Moreover, despite there being an ever increasing choice of things a student might learn, there is nothing at all which all students have to learn. It can be problematic that one part of the curriculum is in contraction to another part. However it is the lack of a core which raises the greater difficulty, not least because it is impossible to implement a common assessment regime if students are learning different things.