To assess or to be assessed in art education. A workshop at the Artez Education days.
Play to open the dialog about the role assessment plays and can play in art education. This game offers a meaningful dialogue to align and gain perspectives. Let’s talk about a learning trajectory in art education.
The game developed by ellis to conclude her research in the Master Education in Arts at the Willem de Kooning Academy on assessment in Art Education: “Making space to get perspective by sharing perspectives: creating a playful tool for higher art education.” This research started being intrigued with the ambiguous role that assessment plays in art education. I asked myself: Why, when and how do we judge or are we being judged as one of the instruments in learning in/with art? I designed several prototypes and experiments to untangle the complexity at stake. This resulted in the development of a game, a playful dialogical tool, to facilitate a delicate conversation between all stakeholders involved in assessment, so that all those involved can feel heard in their need to perform. The result includes a manual to create your own game, matching the competencies, curriculum and educational program.
Keywords: Assessment, ambiguity, play, dialog, perspective, feedback, reflect, empathy, subjectivity, safety/fear, (un)freedom, trust.
An active game to be played by 3-6 individuals. 30 to 45 minutes. Players are invited to create extra questions. Then we reflect how it was to play, and what questions need more dialog and why.