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Personalised Learning and Differentiation in Studio Arts

Juggling Prescriptive Curriculum and Artistic Nurture

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Personalising Learning in Open-Plan Schools

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Abstract

Arts educators now broadly agree that quality school learning experiences in this field should address both intrinsic and extrinsic goals, leading to multiple outcomes (Clapp & Edwards, 2013; Seidel, 2013; Smith, 2014). Intrinsic goals relate to students developing and valuing a personalised aesthetic capability or creative artistic intelligence (including understandings, dispositions and skills) through studio-like activities and through guided appreciation of past art products and history.

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Authors
  1. Mary Keeffe
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  2. Valerie Lovejoy
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Editor information

Editors and Affiliations

  1. La Trobe University, Australia

    Vaughan Prain

  2. La Trobe University, Australia

    Peter Cox

  3. La Trobe University, Australia

    Craig Deed

  4. La Trobe University, Australia

    Debra Edwards

  5. La Trobe University, Australia

    Cathleen Farrelly

  6. La Trobe University, Australia

    Mary Keeffe

  7. La Trobe University, Australia

    Valerie Lovejoy

  8. La Trobe University, Australia

    Lucy Mow

  9. Federation University, Australia

    Peter Sellings

  10. University of Tasmania, Australia

    Bruce Waldrip

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© 2015 Sense Publishers

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Keeffe, M., Lovejoy, V. (2015). Personalised Learning and Differentiation in Studio Arts. In: Prain, V., et al. Personalising Learning in Open-Plan Schools. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-193-9_9

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