|Type of Research:||Book Section|
|Creators:||Houghton, Nicholas and Mason, Rachel|
This research for the Centre for International Research on Creativity and Learning in Education (CIRCLE) provides a rationale for teaching craft in secondary schools.
Within the National Curriculum for design, technology and art, ‘making’ is identified as an important element of required attainment targets. This chapter explores the place of ‘making’ in the school curriculum, and draws on research into craft education in secondary schools carried out by the Crafts Council between 1994 and 1998. Through research into historical justifications for craft education in schools, it was found that craft knowledge has traditionally been undervalued because it differs from numerate and literate forms of knowledge and is tacit. Its conclusions are based on extensive, empirical research undertaken for the Crafts Council, in which 239 students in 20 schools were interviewed together with their Art and Design and Technology teachers. The sample was representative of the population of secondary schoolchildren in England and Wales. The chapter includes examples of data from this research.
|Additional Information (Publicly available):||
As well as teaching a range of art and design subjects, he has worked as an educational researcher. At London University's Institute of Education he helped to develop methods for undertaking syntheses of educational research findings. In addition, he has undertaken research for a number of government departments, agencies and councils, such as the Crafts Council, engage (the National Association for Gallery Education) and the Learning and Skills Development Agency, for which he undertook various research projects into widening participation. Nicholas is Associate Editor of the International Journal of Education through Art.
|Your affiliations with UAL:||Colleges > Wimbledon College of Arts|
|Date Deposited:||27 Nov 2009 13:32|
|Last Modified:||25 Nov 2010 15:38|
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