From child art to visual language of youth : new models and tools for assesment of learning and creation in art education / edited by Andrea Kárpáti and Emil Gaul.

Enhanced descriptions from Syndetics:

This collection provides a critical overview of research on the assessment of visual skills in students from six to eighteen years old. In a series of studies, contributors reconsider evaluation practices used in art education and examine current ideas about children's development of visual skills and abilities. Suggesting a variety of novel approaches, they provide crucial support to those who advocate assessment based on international standards. Such assessment, this volume shows, contributes to our knowledge about visual skills and their development, improving art education and its chances to survive the twenty-first century as a respected and relevant school discipline.

Table of contents provided by Syndetics

• Foreword (p. vii)
• Preface (p. ix)
• Part l History and current perspectives of assessment in the visual arts: National studies (p. 1)
• Chapter 1 The status of assessment in the visual arts in the United States (p. 3)
• Chapter 2 Assessment of art and design in England: A focus on the GCSE Examination (p. 33)
• Chapter 3 From artistic and cultural education to the art of living: Evaluation of the French situation in 2010 (p. 55)
• Chapter 4 Hungarian studies in visual skills assessment (p. 75)
• Chapter 5 The competences of visual arts teachers in using performance evaluation methods: The case of Turkey (p. 101)
• Part II New assessment practices (p. 117)
• Chapter 6 Assessment of performance in the visual arts: What, how and why? (p. 119)
• Chapter 7 Developmental self-assessment in art education (p. 143)
• Chapter 8 The assessment of visual knowledge and communication in art education (p. 175)
• Chapter 9 A national assessment of learning outcomes in art in the Finnish comprehensive school 2010 (p. 191)
• Chapter 10 How to create competency-based assignments in the visual arts? (p. 199)
• Part III Research paradigms on evaluation and assessment at schools and beyond (p. 209)
• Chapter 11 The U-curve going Dutch: Cultural differences in artistic graphic development (p. 211)
• Chapter 12 Subject- and process-oriented competencies in visual arts education (p. 233)
• Chapter 13 Considering the effects of metacognition on the process of writing about art (p. 249)
• Chapter 14 Research on visual literacy meanings with students and teachers (p. 267)

Author notes provided by Syndetics

Andrea Krpti is Professor and Head of the Centre for Science Communication and UNESCO Chairholder for Multimedia in Education at ELTE University, Budapest, Hungary. She has published 18 books and more than 80 research papers in five languages. She served as Vice President of InSEA for eight years. Her research foci: study of the traditional and digital visual expression of youth subcultures, testing art and design skills, detection of talent and the use of multimedia applications in education.
Emil Gaul is Professor of Art Education at the College of Nyregyhza, Hungary and Secretary General of Hungarian Art Teachers Association. Since 2011, he has been World Councillor for InSEA. After twenty years of successful design and design promotion activity, from 1990 he has played a key role in modernisation of art and design education in Hungary. His research areas are design abilities of children and youth and methodology of design education.