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dc.contributor.authorHolmwood, Clive
dc.date.accessioned2018-07-17T09:31:01Z
dc.date.available2018-07-17T09:31:01Z
dc.date.issued2018-10-25
dc.identifier.citationHolmwood, C. (2018) 'Assessing the Arts, and Student Response, within the Creative Expressive Therapies in Higher Education in Taylor, J. Holmwood, C.(2018)Learning as a Creative and Developmental Process in Higher Education: A Therapeutic Arts Approach and its Wider Application: London: Routledgeen
dc.identifier.isbn9781138306950
dc.identifier.urihttp://hdl.handle.net/10545/622814
dc.description.abstractMy original focus, through a small research project, was to examine the complexity of assessing the arts within dance, drama, art and music pathways on the BA (Hons) Creative Expressive Therapies programme (which will potentially change to BA (Hons) Arts Health and Wellbeing) at the University of Derby. However, my research focus shifted as I became increasingly more interested in how students responded emotionally to the assessment process and their individual feedback. So, the research came to be less about how the assessments are carried out by lecturers, and more about students’ personal emotional responses to them. This led to three areas of focus which appeared to be of key concern to students, assessing creativity, tutor bias and student understanding.
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttps://www.routledge.com/Learning-as-a-Creative-and-Developmental-Process-in-Higher-Education-A/Taylor-Holmwood/p/book/9781138306950en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectHigher educationen
dc.subjectAssessmenten
dc.subjectArts and healthen
dc.subjectArts therapyen
dc.subjectTeacher developmenten
dc.titleAssessing the Arts, and student response, within the creative expressive therapies in higher education.en
dc.typeBook chapteren
dc.contributor.departmentUniversity of Derbyen
html.description.abstractMy original focus, through a small research project, was to examine the complexity of assessing the arts within dance, drama, art and music pathways on the BA (Hons) Creative Expressive Therapies programme (which will potentially change to BA (Hons) Arts Health and Wellbeing) at the University of Derby. However, my research focus shifted as I became increasingly more interested in how students responded emotionally to the assessment process and their individual feedback. So, the research came to be less about how the assessments are carried out by lecturers, and more about students’ personal emotional responses to them. This led to three areas of focus which appeared to be of key concern to students, assessing creativity, tutor bias and student understanding.


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