This paper reflects on a recent participatory installation by the artists' collective @.ac, entitled Messy Democracy, as a case study to raise questions concerning the 'distribution of the sensible' within the neoliberal art school. The project set up a quasi-autonomous artists' space within Hanover Project gallery 9 April-3 May, 2018 at…

This paper considers the influences of curricula content on the nuances of teaching and learning practices, and the ways in such influences are complicated by the contexts within which they are situated. Generated data from within the particularity of two fine art schools, one operating from the developed world in the global "north" and…

In this article I report on a study into fine art lecturers' assessment practices in higher education. This study explores the ways that lecturers bring themselves into the act of assessment (Hand & Clewes 2000). I interviewed twelve fine art lecturers who worked across six English universities. Lecturers were asked to relate to me how they…

This article addresses how older people understand and engage with contemporary art in the gallery context--whether there is something unique to the art, the format of the visits, the pedagogical approaches used by gallery educators, the social contact, or a combination of all these factors. It also addresses the psychosocial barriers to…

In September 2008 the author created an encounter between herself and Rick Walker, the Director of Cartwheel Arts, a small community arts company in Rochdale, in the North West of England. As one of the three founding workers of what was then Cartwheel Community Arts in 1984, she hoped to create a conversation which recollected or traced some of…

The Common Threads program fosters connections and citizenship through arts education focused on the following components: trust, sharing, participation, responsibility, futures, and sustainability. Evaluation showed that cross-sectoral practices facilitated social inclusion, well-being, learning, and creativity. (SK)

This report reviews the requirements for infrastructure for research in the arts and humanities in United Kingdom universities and colleges. It assesses the extent of remedial investment required and sets out the conditions needed to manage this research infrastructure on a sustainable basis. The requirements for arts and humanities research that…

Educational research and development projects funded by the English Schools Council are listed under the following headings: English; Humanities; Languages; Creative Studies; Mathematics; Science; Inter-related Studies; Welsh; School, Home and Community; School Organization and Resources; and Examinations. For each project the title, the location…

Discusses the status of fine arts in English higher education. Examines the relationship between fine arts and design education. States that fine arts education has professional relevance as a substantial number of graduates pursue careers which contribute to the wealth-producing sectors of the economy. (GEA)

Surveys some of the problems experienced in design activities in the Craft, Design, and Technology (CDT) examinations. Examines recent developments in the procedural models of design activity and the understanding of how professional designers approach their work. Discusses how these insights could be incorporated into the school curriculum. (KM)

Discusses the reform efforts in England for restructuring the post-16 curriculum. Relates the history of the Crowther Committee's agenda for specialization within the curriculum and addresses the two proposals by A. D. C. Peterson and B. W. M Young who each provided alternatives for broadening the curriculum in order to combat the proposal for…

Primary schools in Oxfordshire are aesthetically rich, full of artwork and music. This is possible because many of the school heads and local board members are artistically sensitive and committed to fostering the arts in education. Unfortunately, this is seldom true in the United States. (SJL)

A British study that compared 12 musically gifted children (ages 8- 11) and 12 children gifted in fine arts with controls, found environmental circumstances, especially at home, were of vital importance for exceptionally high-level performance, even when there was provision at schools for developing talent. (Contains references.) (Author/CR)

Describes the objectives and scope of a larger research project on women's experiences in art and art education, in relation to creativity and society. Reviews research on women artists' experiences in the past and compares with data collected in contemporary women artists and students. Proposes to investigate these similarities further. (KM)

Examines how women experience art education in England. Discusses how the assessment method, the studio tutorial, is experienced differently by male and female students. Suggests that teachers should improve their listening skills. Recommends a course in counseling training skills to help improve professors communication skills. (KM)