2134/36433
J.P.A. Twyford
J.P.A.
Twyford
Drawing education in junior secondary schools (11-14)
Loughborough University
2018
untagged
Design Practice and Management not elsewhere classified
2018-12-14 14:22:12
Thesis
https://repository.lboro.ac.uk/articles/thesis/Drawing_education_in_junior_secondary_schools_11-14_/9350045
This thesis aims to explore the values and knowledge expressed in,
and underlying, present secondary school curricula, which contain the
, direct and indirect experiences of drawing. Initially, this will be
a personal statement of my approach and appraisal of planning principles
and strategies for drawing in secondary school curricula. However,
it will be necessary to consider many other points of view, especially
to place in a wider context the idiosyncrasies of my values and judgements.
The identification of various assumptions and beliefs about drawing •
education is the essential philosophical basis of this study. This
is intended to be a practical working statement of ideas, rather than
an abstraction of ideas from their working context, forming theory
alone. The thesis will explore and reveal assumptions about 'what
counts as drawing knowledge' in junior secondary schools. How drawing
knowledge is selected and structured is of crucial importance in answering
most of the questions about drawing education. A valuable way in which
to look at the curriculum is to regard it as a 'selection from the
culture of a society'. I should also suggest that there is a real need
today to look at the curriculum more rationally and from basic principles.
This is essentially a question of clarification of educational principles.
Questions about how we regard 'the nature of education', or what are our
aims for education, as well as questions about 'our society' do
influence our decisions about what should be taught, the technical
changes, social changes and changes in values and beliefs also,
inevitably, influence schooling generally.
[Continues.]