The production of the pupil as a subject within the art curriculum
This paper explores the material nature of language in specific practices which construct the pupil as a subject within the art curriculum. It employs ideas from the work of Foucault and Lacan in order to establish the materiality of the pedagogic gaze. In considering specific drawing practices in school the paper problematizes the task facing teachers as they assess or evaluate pupils' work. It shows that assessment practices can underplay or even pathologize what may be, for pupils, powerful and legitimate art practices, when viewed as practices of signification. By exposing specific hegemonies which inform particular art curriculum practices, the paper explores how a more inclusive and legitimating construction of pupils as subjects involved in drawing practice is possible.
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