Practice

Assessment in the Creative Arts

Throughout my academic career I have researched creative arts education and assessment in higher education. Like no other discipline, the creative arts enables students to think, feel and be in the problematic and creative liminal spaces of life, community, self and the academy; of theory and practice; of ideals and realities. It is one of the few assessment traditions where interpretations are made in an oral, public nature, and so I continue to find a wealth of opportunity for how conflicts within interpretation is an educational opportunity.

I continue exploring the significance of ‘situating the author’ in adult education, particularly in the creative arts in post-conflict and postcolonial contexts, as this is where the creativity and criticality of image-makers are most vulnerable to the power of education to enable or constrain the ways in which they negotiate their inheritance of legacy issues, ideologies and beliefs. I am interested in how commemoration and memorialization functions on campuses in post-conflict contexts, and to facilitate such creative projects. I continue to work with Analogue Eye, an artist-led curatorial project for African fine art video artists, and hope to enable future projects in campus contexts.

Please some of my related publications for more.

 

Belluigi, D. Z. 2020. “It’s Just Such a Strange Tension”: Discourses of Authenticity in the Creative Arts in Higher Education. International Journal of Education Through Art, 21(5), 1.
http://www.ijea.org/v21n5/v21n5.pdf

Belluigi, D. Z. 2018. The importance of critical judgment in uncertain disciplines: A comparative case study of undergraduate fine art visual practice. Arts &  Humanities in Higher Education 17 (3). p.305-322. doi.org/10.1177/1474022217712641

Belluigi, D. Z. 2017. ‘La question d’auctorialité : une épine au chapitre de l’évaluation en arts’ in Ludec, Diane & Beland, Sebastien. [Eds]. 2017. REGARDS SUR L’ÉVALUATION DES APPRENTISSAGES EN ARTS À L’ENSEIGNEMENT SUPÉRIEUR, pp.49-72. Quebec, Presses de l’Université du Québec. DOI: 10.2307/j.ctt1z27hpf 

Belluigi, D. Z. 2017. A Framework to Map Approaches to Interpretation. Journal of Aesthetic Education, 51(3), 91–110. http://www.jstor.org/stable/10.5406/jaesteduc.51.3.0091 or https://muse.jhu.edu/article/668341

Belluigi, D. Z. 2017. ‘The significance of conflicting discourses in a professional degree: Assessment in undergraduate fine art practice’ Discourse: Studies in the Cultural Politics of Education, vol 38, no. 2, pp. 209-221. http://dx.doi.org/10.1080/01596306.2015.1075961

Belluigi, D. Z. 2016. Constructions of Roles in Studio Teaching and Learning. International Journal of
Art  & Design Education, 35(1), 21–35. http://doi.org/10.1111/jade.12042

Belluigi, D. Z. 2016. Influences on the struggle over content: considering two fine art studio practice curricula in developing/ed contexts. Teaching in Higher Education, vol 21, no. 6, pp. 700-715.  https://doi.org/10.1080/13562517.2016.1183617

Belluigi, D. Z. 2014. The paradox of “teaching” transformation in fine art studio practice: assessment in the South African context. International Journal for Education through Art 10(3):.349-362.
http://dx.doi.org/10.1386/eta.10.3.349_1

Belluigi, D. Z. 2013. A proposed schema for the conditions of creativity in fine art studio practice. International Journal of Education & the Arts, 14(19). http://www.ijea.org/v14n19/v14n19.pdf