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Assessment focus in studio: what is most prominent in architecture, art and design?

Citation

De La Harpe, B and Peterson, F and Frankham, NH and Zehner, R and Neale, D and Musgrave, E and McDermott, R, Assessment focus in studio: what is most prominent in architecture, art and design?, The International Journal of Art and Design Education, 28, (1) pp. 37-51. ISSN 1476-8070 (2009) [Refereed Article]

Copyright Statement

Copyright 2009 The Authors-Journal compilation Copyright 2009 NSEAD/Blackwell Publishing Ltd

DOI: doi:10.1111/j.1476-8070.2009.01591.x

Abstract

What can be learned about assessment from what educators in the creative practices focus their studio publications on? What should form the focus of assessment in architecture, art and design studios? In this article we draw on 118 journal articles on studio published over the last decade in three disciplines; architecture, art and design to inform the focus of studio assessment. We believe that what is published by educators themselves in these disciplines reveals what matters most to them. In addition, we argue that regardless of the primary emphasis placed in each discipline, assessment in studio should encompass a broad set of indicators. Within the wider literature including in architecture, art and design, a view of assessment is emerging that recognises the process and the person, beyond a view that positions the product or art/design arte-fact above all else. Therefore, drawing on what educators in architecture, art and design mentioned most in the journal publications analysed, as well as the literature on good assessment, we offer a holistic model to guide and take studio assessment in the creative disciplines further.

Item Details

Item Type:Refereed Article
Research Division:Studies in Creative Arts and Writing
Research Group:Visual Arts and Crafts
Research Field:Fine Arts (incl. Sculpture and Painting)
Objective Division:Cultural Understanding
Objective Group:Arts and Leisure
Objective Field:The Creative Arts (incl. Graphics and Craft)
Author:Frankham, NH (Professor Noel Frankham)
ID Code:93349
Year Published:2009
Web of Science® Times Cited:15
Deposited By:Tasmanian College of the Arts
Deposited On:2014-07-29
Last Modified:2015-03-10
Downloads:0

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