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The case of Lucio Pozzi: An artist/...

Kent, Lori Anne.

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The case of Lucio Pozzi: An artist/teacher's studio critique method.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The case of Lucio Pozzi: An artist/teacher's studio critique method./
作者:	Kent, Lori Anne.
面頁冊數:	354 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1687.
Contained By:	Dissertation Abstracts International62-05A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3014892
ISBN:	0493255648

The case of Lucio Pozzi: An artist/teacher's studio critique method.
Kent, Lori Anne.

The case of Lucio Pozzi: An artist/teacher's studio critique method. - 354 p.

Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1687.

Thesis (Ed.D.)--Columbia University Teachers College, 2001.

In this work, the studio critique method of a teaching artist is examined. Given that the critique is an important means of assessment and co-construction of meaning in the adult art classroom, I examined the method of an exemplary professor, Lucio Pozzi, to define his pedagogical strategies, if any, that encourage meta-critical thinking.

ISBN: 0493255648Subjects--Topical Terms:

1018432
Education, Art.

The case of Lucio Pozzi: An artist/teacher's studio critique method.
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100 1 $a Kent, Lori Anne. $3 1253926
245 1 0 $a The case of Lucio Pozzi: An artist/teacher's studio critique method.
300 $a 354 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1687.
500 $a Sponsor: Judith M. Burton.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2001.
520 $a In this work, the studio critique method of a teaching artist is examined. Given that the critique is an important means of assessment and co-construction of meaning in the adult art classroom, I examined the method of an exemplary professor, Lucio Pozzi, to define his pedagogical strategies, if any, that encourage meta-critical thinking.
520 $a My research focused on the question of whether selected students of the New York University (NYU) Venice Masters of Arts program, summer 1999, left their critiques with Pozzi with changes in their habits of thought that helped them to think about their own creative decisions or critical assessments of their work. Did Pozzi, though a modeling of his own belief system which encompasses reflection and meta-thinking, help the students gain insight into these cognitive skills to serve their aesthetic practices?
520 $a The research procedure was a case study performed on site at NYU Venice. To capture the content of the critiques, non-participant audio and video recording was used. Pre and post-critique interview protocols were designed to gather the subjects' backgrounds and previous critiques experiences, then their critique conversations with Pozzi. Pozzi himself was also interviewed. The data was analyzed for patterns in Pozzi's methods and underlying beliefs, dialogue content, and students' reactions.
520 $a His method was found to have a structure of an introduction, close examination of artwork, clarification questions, dialogue raised from the act of looking, and a summary of the conversation at the conclusion to reiterate salient issues. Although the critiques had a underlying structure, the complex content was specific to the needs of each student. I found that Pozzi's core values and beliefs guide his teaching consistently, such as his disbelief in standards in art. Ultimately, his method encouraged critical thinking in the subjects.
520 $a This work offers to the field of studio art education one man's method for the studio critique. It is a method not to be copied but adapted to many individual uses and contexts. The Socratic method, at Pozzi's core, works well when evaluating or interpreting the open case of the arts in this Postmodern era of pluralism and accelerated change.
590 $a School code: 0055.
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791 $a Ed.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3014892