Journal of Aesthetic Education 51 (3):91-110 (2017)

With rare exception, research on approaches to interpretation in teaching and learning has not been extensive, and, in studio learning, it is vastly underresearched. The issue of the student’s intentionality in higher education, as the artist or author of the work, is complex and contentious. While in a dated study, authorial intentionality was found to be a crucial consideration for learning in art making in the United States,1 in criticism, it has been greatly reduced as a criterion of importance,2 which is perhaps why in previous research I found this difference playing out awkwardly in assessment situations.3 Increasingly, art education literature has explored, and expanded on, traditional approaches...
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DOI 10.5406/jaesteduc.51.3.0091
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