Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Sign In to gain access to subscriptions and/or personal tools.
Arts and Humanities in Higher Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Smart, J.
Right arrow Articles by Dixon, S.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

The Discourse of Assessment

Language and Value in the Assessment of Group Practice in the Performing Arts

Jackie Smart

King Alfred’s College Winchester, UK

Steve Dixon

University of Salford, UK

Utilizing approaches influenced by Foucault’s thoeries of discourse, this article identifies instances of ‘discourse-conflict’ present within the assessment of collaborative group practice in the performing arts at higher education level. It analyses the connotations of the word ‘assessment’ itself in terms of its relation to concepts of valuation and worth. It then relates this analysis to three discourses, identified as those of ‘The Academy’,‘Professional Theatre’ and ‘Art’, which it considers in terms of the ideological and ethical value systems inscribed within them, and the ways in which these are expressed through common current assessment strategies and language. The article then goes on to examine how the issues raisedhave been articulated and addressed in practice through three case studies drawn from group-based practical assessments in the School of Media, Music and Performance at the University of Salford.

Key Words: academic • art • assessment • collaborative • creativity • criticality • discourse • process • product • professional

Arts and Humanities in Higher Education, Vol. 1, No. 2, 185-204 (2002)
DOI: 10.1177/1474022202001002005
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Arts and Humanities in Higher EducationHome page
T. Crossley
Letting the Drama into Group Work: Using conflict constructively in performing arts group practice
Arts and Humanities in Higher Education, February 1, 2006; 5(1): 33 - 50.
[Abstract] [PDF]

Home page
 Active Learning in Higher EducationHome page
S. E. Pitts
'Testing, testing...': How do students use written feedback?
Active Learning in Higher Education, November 1, 2005; 6(3): 218 - 229.
[Abstract] [PDF]