Literaturnachweis - Detailanzeige
| Autor/in | Granville, Gary |
|---|---|
| Titel | Frameworks and Boundaries: Constructing a Curriculum Armature for Art |
| Quelle | In: Journal of Visual Literacy, 41 (2022) 3-4, S.178-190 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1051-144X |
| DOI | 10.1080/1051144X.2022.2132617 |
| Schlagwörter | Curriculum Development; Visual Literacy; Art Education; Curriculum Design; National Curriculum; Foreign Countries; Educational Trends; Secondary School Curriculum; Models; Europe; Ireland |
| Abstract | This paper addresses some of the theoretical and practical implications of the Common European Framework of Reference for Visual Competency (CEFR-VC), developed through the European Network for Visual Literacy (Envil), in the context of international trends in curriculum design. Empirical application of the Framework is examined through the specific experience of designing a national programme for art in Ireland, for a high stakes public examination. The paper reflects on the issues that the Framework raised in that context. The paper suggests that a useful lens through which to view the framework might be that of activity theory and proposes that the framework itself might best be understood as a 'boundary-object' that can help inform the complex negotiations between art education and schooling. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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