Developing Critical And Reflective Thinking In Art Studio Practice Through Formative Portfolio Management: An Analysis Of Pre-Service Art And Design Secondary School Teachers

Abstract

This study sought to investigate the possibility of developing critical and reflective thinking in art and design through formative portfolio management. The study was carried out at Hillside Teachers’ College with a group of thirty-five pre-service art and design secondary school teachers. Data were collected qualitatively using informal conversational interviews, a semi-structured questionnaire, participant observation and analysis of documents (portfolio and studio practical work). Qualitative analysis, capturing both emic and etic perspectives, was the main mode of analysis and interpretation of data. Findings revealed that a formative portfolio is an effective mode for enhancing critical and reflective thinking provided students have a clear conception of the object and if approached collaboratively. Visual imagery, textual information and verbalization of thoughts were found to be critical means of showing active self-reflection during portfolio development and review. The stuff recommends that a formative portfolio be made part and parcel of art learning and every major studio assignment. Recommendations about academic examining in teachers’ colleges in the discipline are made in light of findings from the stuff.