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Glossary
The importance of definitions
As an educator, it is essential that the words i use are precise and clear in definition both for the integrity of the teaching and for the ease of its reception.
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I hope this page can be a resource for my academic study and a resource for myself to retain a diligent and concise prose.
A
Ableism
A belief that differences relating to impairment are inherently negative. (See also Anti-ableism).
Aesthetic
A set of ideological principles, underlying the construction of a particular artistic movement.
Aesthetic experience
The way in which all experience is mediated through the body, to the multi-sensory, affective and perpetual process by which we engage the world (Abbs 1987).
Abuse
Any deliberate act of ill-treatment that can harm or is likely to harm a child or young person's safety. Abuse can be physical, sexual, emotional or neglectful.
ACEs
This stands for Adverse Childhood experiences, This can include a one off event or a continuous event, and examples include - All forms of abuse, Parental separation, mental ill-health, imprisonment etc.
Affect
The shift in aesthetic experience, caused by the energies that pass between people and their environments.
Aim
The purpose for and development achieved through learning.
Anaesthetic
Eisner further defines aesthetic, through defining its antithesis: An anaesthetic suppresses feeling; it dulls the senses. It renders you numb to feeling, whereas aesthetic heightens feeling. What is aesthetic is pervaded by an emotional tone made possible by the process of being engaged in a work of art. (2002)
Anti-ableism
Strategies, theories, actions, and practices that challenge and counter ableism, inequalities, prejudices, and discrimination based on developmental, emotional, physical, or psychiatric (dis)ability.
'At risk' groups
Some groups are more at-risk to bullying than others. These tend to be marginalised groups that are at risk of discrimination, and it is therefore important that extra attention is paid to these groups to safeguard them from bullying.
Attention
The process of exposure, by which we attend actively to physical and conceptual subjects.
B
Bloom's Taxonomy
Bloom’s Taxonomy is a cognitive framework of learning behaviors organized hierarchically in six categories: knowledge, comprehension, application, analysis, evaluation, and synthesis. Bloom’s taxonomy is often used as a helpful tool to create learning objectives that help define and measure the learning experience for both student and instructor. (Bloom, 1956)
C
Child protection
The policy and procedures specifically for those young people who are at risk of harm or those who have been seriously harmed. i.e. Targeted counselling, multi-agency work & confidentiality.
Classroom Climate
“The intellectual, social, emotional, and physical environments in which our students learn” (Ambrose, 2010). Course climate is determined by factors like faculty-student interaction, the tone the instructor sets, course demographics, student-student interactions, and the range of perspectives represented in course content.
Cognitive Load
Cognitive load refers to the demands and limitations on working memory storage given the limited amount of information processing that can occur simultaneously in the verbal and the visual processing channels of the brain. It is important as a teacher to be aware of the cognitive load of students, especially of those that struggle or have additional learning needs. Dual coding, repetition, flipped learning and understanding checks are all great ways to enforce learning and reduce cognitive load.
Composites
Tasks that require several building blocks or components.
Construct of fantasy
A construct of fantasy [imagination] may represent something substantially new, never encountered before in human experience and without correspondence to any object that actually exists in reality; however, once it has been externally embodied, that is, has been given material form, this crystallized imagination that has become an object begins to actually exist in the real world, to affect other things. In this way imagination becomes reality.
(Vygotsky, L. S. 2004)
Constructivism
A theory of learning popularized in the twentieth century that argues that knowledge is actively constructed rather than passively absorbed by learners. Constructivists contend that when learners acquire new knowledge, it is through a dynamic process in which the learner recreates existing mental models, situating this new information in terms of what they already know. Social constructivists additionally recognize the role of social interaction (co-construction) and communication as key forces in learning. Constructivist pedagogical strategies are grounded in constructivist theory and often include opportunities for experiential learning, active exploration, student interaction, and reflection.
Contextual Safe-guarding
The safety of children and measures in place, contextual to the environment of the school.
Culture
The production and the exchange of meanings.
Anthropologically it can also be defined as: that which is distinctive about the "way of life" of a people, community, nation or social group.
(Hall, S. 1997)
Culturally Responsive Pedagogy
A pedagogical framework where instructors center students’ cultural identities as an important aspect of learning. Those committed to this framework deliberately work to make connections between course content and students’ lived experiences in order to prompt student involvement and motivation. As art teachers, we can design a culturally responsive pedagogy by including a diverse range of artists, celebrating individual voice and allowing students to draw on thier own culture in creative projects.
Curation
The action or process of selecting, organising, presenting and composing of an experience of multiple art works.
Curriculum
A curriculum is a set prospectus of which maps out the learning of a course of study. In other words it is the 'substance' that is produced which will demonstrate learning and development.
Teachers are given a National Curriculum; each school will adapt these curricula to fulfil this guideline, maximise development and achieve high grades. There are three types of curriculum. Standardised: Lesson plans are prescribed and uniform across schools. Autonomous: Individual Schools have complete control over what they teach. Aligned: A median between the two, often where exam boards chosen are consistent throughout schools, but teachers are more autonomous in their lesson planning.
Curriculum map
A winding path which lays out key concepts, skills and artists, that students will learn about on their journey through the school from year 7 to year 13.
Creativity
A common term, that is problematised through its lack of clear definition and as such is not suitable for critical academic discussion. Professor of Art Education at Warwick, Ken Robinson defines this term as 'the process of having original ideas that have value.' (See also, transcendent an imminent creativity).
Critical Incidents
An event which marks a significant turning point or change for someone. Incidents that teachers deal with in everyday teaching become critical through reflection and then analysis.
D
D.A.W.
Digital Audio Workstation, this is the computer software in which sound can be edited, manipulated, organised and composed.
Demystification
American Art dealer Seth Sieglaub coins this term as the attempt to make visible the hidden structures of the art world. - especially in the 1960's, and it was during this time that curation turned towards a form of curatorial criticism, as oppose to these critiques being an autonomous object, thereby including the voice of the curator. In my own research I want to use this term 'demystification' as the process of revealing the ways in which the space is influenced by discursive ideologies.
Discursive formation
Foucault (1937) defines this as where texts and images are brought together and new meanings are forged; their proximity to one another combined with the marks and subjective notes added by the student creates an intertextual narrative of sorts which may ultimately be used to signify their practice to others.
Directive respect
Directives: things such as requests, rules, advice, laws, or rights claims that may be taken as guides to action. One respects a directive when one’s actions intentionally comply with it. (Stanford Encyclopedia, 2003) This applies innately to the regulated classroom setting. (Hudson, S. 1980). See also Institutional, Evaluative and Obstacle respect.
Dual Coding
Providing information/ instructions in two forms.
E
Ecology
Etymologically speaking, eco- comes from the Greek for house and -logy comes from the Greek for ‘the study of-‘. In other words, the study of the house, but it is defined as the scientific study of the relations of organisms to one another and to their physical surroundings.
English as an Additional Language (EAL)
"A pupil is recorded to have english as an additional language if s/he is exposed to a language at home that is known or believed to be other than English.." (DfE)
Evaluative respect
Respect given to persons on the basis of their achievements or personal qualities. We can extend this definition of respect to apply it to praise of a student. Evaluative praise therefore would be meaningful encouragement of their positive personal qualities and achievements.(e.g. respect for a great artist or accomplished scholar). (Hudson, S.1980) See also Institutional, Directive and Obstacle respect.
Executive function
Our ability to control and co-ordinate our thoughts, direct our attention, plan, control, our behaviour and decision making.
Experiential learning
Often defined as 'learning by doing', but more specifically describes learning as a reflexive activity, where action and reflection are coexistent, both interdependent and interactive and where pupils are engaged actively in their own learning.
Extra-familial harm
Ans approach to understanding, and responding to, young people's experiences of significant harm beyond their families. It recognises that the different relationships that young people form in their neighbourhoods, schools and online can feature violence and abuse. This category is a further fifth category of abuse that may soon be added to the current four: Physical, Emotional, Sexual & Neglect.
F
Fanciful (development)
A student juxtaposes surprising components and learns heuristically form this process.
Flipped Learning
Flipped learning is a pedagogical approach in which the conventional notion of classroom-based learning is inverted so that students are introduced to the learning material before class with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers.
In Lessons this may look like: Setting a homework task to read about lesson material, or repeating a video without and then with notes and asking for feedback to share ideas learned as a class.
Flipped learning can create a dynamic learning environment, where the student takes responsibility of teaching their peers.
G
Galvanise
To cause someone to take action, for example by making them feel very excited, afraid, or angry. In art this term is used professionally to encourage someone to focus their resolve. For example, if a student creates work mimetically, they need to galvanise their project towards a resolute goal.
H
Hauntology
An alternate model of time to the linear one we assume, where time is crumpled and spectres of our past can live through the present and futures of the haunted site. In other words how the metaphorical ghosts of 'lost futures' haunt the present, asking people to consider the influence of alternative futures and acknowledge that this "haunting" (or the study of the non-existent) has real effects.
I
Ideologies
A system of beliefs and ideals, especially ones which contribute to form the basis of political theories.
Imminent Creativity
Creativity which bubbles from within ourselves (contrasts to Transcendent Creativity.)
Impact
The product or demonstration of learning, how the lesson material influences the development of a child. This also describes the affectiveness of the lesson in restructuring concepts and constructing emotional response.
Implementation
How the ideas and abstract concepts of a curriculum are put into action. This is the realisation, application and execution of a plan.
Incongruous
Not in Harmony with its surroundings or enclosing structural systems.
Indexical
A word or phrase whose meaning os dependent on its context. In my thesis I use this word to describe works of art whose installed site alters the meaning of the work, this is especially true of site-specific works.
Institutional respect
Social institutions or practices, positions or roles in an institution or practice, and persons or things that occupy positions in or represent the institution. (Stanford Encyclopedia, 2003) Examples include a Judge or a Monarch. Within the classroom, the teacher is respected primarily as a representative of the school as an institution, this respect is granted by the position, separate from the person themself. (Hudson, S.1980) See also, Evaluative, Directive and Obstacle respect.
Ipsative (assessment)
Gauges the development of an individual student from one moment in time to another - concerned with the evaluation of personal achievement rather than an individuals relationship to local norms.
Intent
The purpose of communicating the curriculum to a child.
Interactive (development)
A student works responsively and experimentally with materials to create an outcome.
Interleaving
Alternating/mixing between knowledge/skills to be learnt.
Intertextuality
Fairclough (Fairclough, N. 1992) discusses the concept of intertextuality, and how it ‘points to the productivity of texts, to how texts can transform prior texts and restructure existing conventions (genres, discourses) to generate new ones’
Intuition
“Intuition” is that meeting of the old and the new in which the readjustment involved in every form of consciousness is affected suddenly by means of a quick and unexpected harmony which in its bright abruptness is like a flash of revelation; although in fact it is prepared for by long and slow incubation.
(Dewey, 1934)
Intuitive (development)
A student has an unexpected insightful understanding or outcome.
Intra-act(ion)
The mutual constitution of entangled agencies, that, in contrast to 'interaction' – which assumes the existence of separate individual agencies - recognises that distinct agencies do not precede but rather emerge through their intra-action (Inter means among or in the midst of, whereas intra means from within). I.e. : A student Intra-acts with a set curriculum as they are within the setting of the class but also affect their climate through their internal development and unique perspectives.
Isorhythmic
Of a composition or part, in which the rhythm is repeated, but the pitch of the notes is varied each time. - within the classroom, this applies to creating a rhythm within the classroom and creating an artistic project within the lesson.
L
Labour Market Information (LMI)
Information about what is happening in a labour market. LMI tends to focus on the industries that are growing and declining. It provides information about the types and levels of jobs and the skills required and whether they are increasing or decreasing.
Language
The privileged medium in which we 'make sense' of things, in which meaning is produced and exchanged.(Hall, S. 1997) It is also an example of a communication system which we collectively use to provide a conceptual framework in and through which reality is available to us. (Bignell, J. 1997).
Learning
A social process through which people make meaning from experience, and develop an understanding of the cultural tools with which they can transform their environment.
Lesson Objective
The activities that landmark and demonstrate the learning process.
M
Maquette
A preliminary model/ prototype for an artwork. Often used as a means of experimenting whether the process decided upon will be successful and the many parts come together effectively.
Metacognition
This involves both metacognitive knowledge and metacognitive regulation. Metacognitive knowledge is defined as thinking or having an awareness of one’s cognitive processes. Metacognitive regulation is the active monitoring of your own cognition through planning. (This can include, identifying appropriate learning strategies, monitoring performance and evaluating/ assessing/ refining learning through reflection.
Mimetic (development)
A student replicates another's work process and learns heuristically through this process.
Modulation
The exertion of a modifying or controlling influence on something.
N
Neuroaesthetics
A field within cognitive neuroscience investigating the neural underpinnings of esthetic experience, particularly in visual arts.
Noise
Noise is defined as unwanted sounds. In engineering, noise is characterised as meaningless signals compared to the meaningful signals of sound. Russolo argues that noise was invented by man, with the advent of machinery, where it became unwanted as it polluted the world with an unintended consequence of energy and power. I want to argue that noise is filled with as much meaning and information as any other more ‘pleasant’ it intended sound, that it assists to establish a generative and dynamic soundscape. In other words, Noise is information-sound that contributes to the generative soundscape around us.
Nostalgia
A haunting feeling which reveals the emphasised quality of similarity between two objects or events.
O
Obstacle respect
The matter of regarding the object as something that, if not taken proper account of in one’s decisions about how to act, could prevent one from achieving one’s ends. (Stanford Encyclopedia, 2003). For example, the ocean that separates war torn countries is respected as a barrier. In the classroom, the perimeter is respected as defining the boundaries of the school, this is a barrier to the outside world and is repsected as it is an obstacle for anyone outside of the school to disturb the safety of the students inside. (Hudson, S. 1980). See also Institutional, Directive and Evaluative respect.
Object Based Learning
A teaching method whereby students engage with authentic or replica material objects in their learning in order to gain discipline-specific knowledge or to practice observational or practical skills that can be applied in various fields. “Objects” can include a number of different material items often housed in museums: specimens, works of art, architectural forms, relics, manuscripts and rare books, archival documents, or artifacts of various kinds. Research on OBL suggests that “objects can inspire, inform, fascinate and motivate learners at all stages of their education” (Jamieson, 2017). It is unclear to me, how object learning applies to text-based objects. It doesn't seem to be the most relevant term as its boundaries aren't explicit.
Ocularcentrism
The idea that our culture has been constructed with a centricity around the sense of vision. Where the dominance of vision in our hierarchy of senses is so great that it our sensory experience is being flattened to cater solely for vision.
Ontology
A set of concepts or categories in a subject area or domain that shows their properties and the relations between them. Also the branch of philosophy that deals with existence, being, reality and how objects can be classified and understood.
P
Pedagogy
The method and practice of teaching, especially as an academic subject or theoretical concept.
Phenomenology
The philosophical study of structures of experience and consciousness, and the study of how things exist/appear in our experience of them.
Pirate Pedagogy
'The extracurricular approach that seeks out and creates spaces that exist alongside and outside of the ‘official’ explicit curriculum, and introduces temporary initiatives that may operate with different values and expectations to the learning objectives set by the explicit curriculum.' (Wild, C. 2011).
Place
A specific area within space that is artificially set apart with associated significance, determined either by walls and structures, or by general notions of boundaries and borders.
Proactive (management) ​
Creating circumstances where disruptive behaviour is less likely to occur. For example, if two students often cause each other to misbehave, then a proactive measure would be to separate them in a new seating plan. This creates learning environments that maxiise learning by inhibiting the causes for disruption.
See also: Reactive management.
Problem Based Learning
A form of student-centred teaching that focuses on having students work through open-ended problems to explore course material. Students are asked to define the problem as part of the process, research content outside of class time and iterate solutions to arrive at their final response.
Q
Quality First Teaching
Quality First Teaching (QFT) means: High quality inclusive teaching together with a continuous whole school process for assessing, implementing, tracking, monitoring and reviewing your child's progress.
Pupils with special educational needs or disabilities are likely to require additional or adapted support; working closely with colleagues, families and pupils to understand barriers and identify effective strategies is essential.
R
Rapport
A close and harmonious relationship in which the people or groups concerned understand each other's feelings or ideas and communicate well. A good teacher will build rapport with students through invested time, consistency and recognition.
Reactive (management)
Responding to disruption as it arises. This is equally as important as Proactive management (see also.), but a teacher's effectiveness can be inhibited by relying on solely reactive management strategies.
Retrieval practice
Practice of recalling knowledge without prompt.
S
Safeguarding
Any system employed by the school to keep them safe when in the care of the school. i.e. DBS checks, restricted websites & robust behaviour policies.
Scheme of Work (SoW)
A plan that makes concrete how a particular section of the curriculum map is translated and ordered into specific objectives, learning activities and assessment practices.
Site
Defined as a place upon/within which a monument will be constructed. In Art the 'site' refers to a specific place for which an artwork is created and intended to exhibit in.
Social Cognition
The process of information that is necessarily grounded in the social context a subject operates in, regardless of whether the information is generated internally or externally.
Social Model of Disability
The social model of disability identifies systemic barriers, derogatory attitudes, and social exclusion (intentional or inadvertent), which make it difficult or impossible for disabled people to attain their valued functionings.
Sound Installation
A proposed term which attempts to define a dialogue of sound-based artworks, acknowledging sound's innate spatial nature.
Space
The all-encompassing umbrella for dimensional navigation. ( Space is the limitless void in which all things exist).
Spaced learning
Spacing learning over time with gaps in-between. -can be a challenge within art and design.
Strategies to manage cognitive load
Any strategy aimed to reduce amount of information (including sensory).
Synchronous instruction
Synchronous instruction is the idea that students learn material at the same time. This is the belief that didactic lessons are the most efficient and productive.
T
Teaching
A social process or set of practices through which students learn valued knowledge and skills with the guidance of experienced adults; teaching is the means not the end.
Terra Incognita
New or unexplored territory.
Text
A text is 'Any assemblage of signs (such as words, images, sounds and/or gestures) constructed (and interpreted) with reference to the conversations associated with... a particular medium of communication.' (Chandler, 2014)
Transcendent Creativity
Drive which forms because of an absence within ourselves (contrasts to Imminent Creativity.)
Transferrable risk
If you are involved in an incident outside of school and the risk is 'transferrable' your job may be at risk.
U
Universal Design for Learning (UDL)
A teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process.
This is an approach that accommodates for and builds lessons aroudn each individual student, especially considerate for SEND Students.
One such preference within this approach is student autonomy over what they learn and how they can engage with the material.
W
Welfare
Efforts designed to promote the basic physical, emotional and mental well-being of people in need.
White Cube
The most common aesthetic of curation for contemporary art exhibitions. It consists of white matte painted walls in rooms of geometric architecture, with no windows, a darker toned 'stripped' floor and ceiling and artificial bright white lights. This curational aesthetic was named by critic Brian O'Doherty and was formulated by then Director of MoMA Alfred H Barr Jr.
Z
Zone of Proximal Development
(ZPD) This developmental zone stands between what the learner can already do on their own and what they cannot yet do. It is the range in which a learner is able to move from point A to point B with assistance from peers or an instructor; in other words, the zone in which learning takes place. The concept was originally described in the work of Soviet psychologist and social constructivist, Lev Vygotsky (Vygotsky 1978). See also constructivism and scaffolding.
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