Influences on the struggle over content: considering two fine art studio practice curricula in developing/ed contexts

Dina Zoe Belluigi*

*Corresponding author for this work

Research output: Contribution to journalArticle

1 Citation (Scopus)
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This paper considers the influences of curricula content on the nuances of teaching and learning practices, and the ways in such influences are complicated by the contexts within which they are situated. Generated data from within the particularity of two fine art schools, one operating from the developed world in the global ‘north’ and another the developing world in the ‘south’, considers how they have negotiated the contemporary push from the professional community of practice, led by ‘western’ artmaking, towards the discourse-interest of contextualism in fine art practice education, compared to the focus on skills and mastery of more out-dated formalism. Particular emphasis is placed on the significance of such influences and pressures on the structures and cultures of teaching and learning.

Original languageEnglish
Pages (from-to)700-715
Number of pages16
JournalTeaching in Higher Education
Issue number6
Early online date13 May 2016
Publication statusPublished - 2016



  • Assessment
  • Contextualism
  • Fine art
  • Formalism
  • Responsive

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