Douglas Gordon Boughton- Ph.D
- Professor School of Art and Design at Northern Illinois University
Douglas Gordon Boughton
- Ph.D
- Professor School of Art and Design at Northern Illinois University
About
20
Publications
25,376
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144
Citations
Introduction
Research interests include assessment of student learning in the arts and the role of risk-taking a fundamental component of the creative process. Currently working on the preparation of a book outlining the "what", "how", and "who" of assessment in the context of students' creative performance in the arts.
Skills and Expertise
Current institution
Additional affiliations
August 2022 - present
Position
- Director School of Art and Design
Description
- Professor of Art and Education and Director of the School of Art and Design. Past World President of the International Society for Education through Art. Current Chair of the Distinguished Fellows of the National Art Education Association (USA).
Publications
Publications (20)
One of the most problematic assessment concerns in art and design education is the difficulty of assessing creative products and behavior, since all too frequently assessment methodologies serve to inhibit rather than to promote imaginative outcomes. This chapter discusses a productive relationship between assessment process and creative behavior w...
This paper is a narrative about the ways in which mentorship received by a high school art teacher through her Ph.D. program enabled her to reconstruct student assessment strategies to satisfy the demands of state imposed requirements for the review of teacher effectiveness. The context of the narrative take place in the wake of the PERA legislatio...
Social transformation changed the curriculum regarded the art education. Artists to create a work of art offers significant insights into the creative process required to undertake curriculum transformation focusing on particular social and cultural context that constitutes their life-world. Curriculum transformation in this paper focusing on six k...
Assessing the creative outcomes of instruction in the arts remains a persistent dilemma for teachers and administrators. Th is chapter examines three of the most important questions that lie at the centre of most debates about the philosophy and practice of arts assessment. Th ese are “what”, “how” and “why”. What should be the important focus of a...
Data is the cornerstone of action research and may take many forms such as interview notes, documentation of observations, video and audio recordings, photographs, drawings, graphs, charts, curriculum documents, meeting records, policy documents, and so on. For those engaged in action research in classrooms, one of the most commonly utilized forms...
The influence of digital technology in recent decades has affected all aspects of ordinary visual experience through rapid reproduction and communication of images ultimately contributing to a massive increase in the exposure of children to popular culture. The nature of the fine arts has also changed in response to the impact of digital technology...
The thing about popular visual culture is that it is so darned seductive. That's why it engages the interest of children and adults and that's why they return to it over and over again. Why is visual culture so seductive? Not because it is simple. Simplicity is generally not interesting enough to call people back again and again. In fact the best p...
In the past decade there has been a proliferation of curriculum reforms within developed nations resulting in increased efforts to define appropriate standards for student achievements in most school subjects. It is argued here that, in the visual arts, these statements do not, in fact, define standards, and do little towards assisting the achievem...
The development of Australian art education over the past one hundred years is traced through three main phases, the "hand-eye training period," the "creativity period" and the "studio discipline period." Influences for these developments are identified as coming from overseas, largely via Britain and Europe. It is proposed that, at present, a vari...
Also available on microfiche. In partial fulfilment of the requirements for the degree of Doctor of Philosophy in Department of Secondary Education. Spine title: Curriculum evaluation model for visual arts. Thesis (Ph.D.)--University of Alberta, 1976.
Thesis (Ph. D.)--University of Alberta, 1976. Includes bibliographical references (leaves 245-253). Microfiche of typescript.
