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ERIC Number: EJ865703
Record Type: Journal
Publication Date: 2009-Sep
Pages: 19
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0307-5079
Exploring the Discourses around "Creativity" and "Critical Thinking" in a South African Creative Arts Curriculum
Belluigi, Dina Zoe
Studies in Higher Education, v34 n6 p699-717 Sep 2009
Using critical discourse analysis to analyse the formative assessment method of a fine art studio practice curriculum, the author explores the espoused claim that "both" creativity and critical thinking are encouraged. Despite the prevalence of these often used terms, assessment practices and feedback were found to unwittingly encourage reproduction. A dominant negative dialectic at play in assessment practices was a modernist conception of the artist-student. The climate created by the imbalance between creativity and criticality was found to impact negatively on students' approaches to learning as a result of being alienated from their desires. Focusing on the South African context, this case study contributes to global concerns about strategic and uncritical adoptions of politically expedient discourses in higher education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa