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Direct linkCunliffe, Leslie – International Journal of Art & Design Education, 2005
This article explores why art education after modernism needs to engage with and assess two forms of knowledge. It distinguishes procedural knowledge or "knowing how" from declarative knowledge or 'knowing that", and argues that current classroom practice and more general thinking in art education in the UK confuses evidence of…
Descriptors: Art Education, Knowledge Level, Teaching Methods, Performance Based Assessment
