Curiouser and curiouser

I like to tell my new Year 7 students that artists know stuff. This, of course, extends to teachers of art, art critics and historians. We know stuff. And that is why being an artist/art student/critic/historian/art teacher is so fascinating.

I love art theory. Art tells us about the world in so many ways. However, I'm yet to work out the exact equation that will make my students love theory as much as I do. For the time being I try to make my content and examples as interesting and current as possible. Art theory is not easy for students, I know. I love the following quote by Stuart Hall from Cultural Studies and Its Theoretical Legacies (1992). The quote begins Anne D'Alleva's Methods & Theories of Art History (2005).

I want to suggest a different metaphor for theoretical work: the metaphor of struggle, of wrestling with the angels. The only theory worth having is that which you have to fight off, not that which you speak with profound fluency.

A reassuring quote also, as it indicates that having my head in the books during christmas break in anticipation of teaching HSC art historical and critical studies for 2013 is OK. I do feel I am wrestling at the moment - I'm not sure it is with angels, however. I'll keep you informed.

Glossary of Key Words from the Board of Studies

A Glossary of Key Words

Account
Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

Analyse
Identify components and the relationship between them; draw out and relate implications

Apply
Use, utilise, employ in a particular situation

Appreciate
Make a judgement about the value of

Assess
Make a judgement of value, quality, outcomes, results or size

Calculate
Ascertain/determine from given facts, figures or information

Clarify
Make clear or plain

Classify
Arrange or include in classes/categories

Compare
Show how things are similar or different

Construct
Make; build; put together items or arguments

Contrast
Show how things are different or opposite

Critically (analyse/evaluate)
Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluate)

Deduce
Draw conclusions

Define
State meaning and identify essential qualities

Demonstrate
Show by example

Describe
Provide characteristics and features

Discuss
Identify issues and provide points for and/or against

Distinguish
Recognise or note/indicate as being distinct or different from; to note differences between

Evaluate
Make a judgement based on criteria; determine the value of

Examine
Inquire into

Explain
Relate cause and effect; make the relationships between things evident; provide why and/or how

Extract
Choose relevant and/or appropriate details

Extrapolate
Infer from what is known

Identify
Recognise and name

Interpret
Draw meaning from

Investigate
Plan, inquire into and draw conclusions about

Justify
Support an argument or conclusion

Outline
Sketch in general terms; indicate the main features of

Predict
Suggest what may happen based on available information

Propose
Put forward (for example a point of view, idea, argument, suggestion) for consideration or action

Recall
Present remembered ideas, facts or experiences

Recommend
Provide reasons in favour

Recount
Retell a series of events

Summarise
Express, concisely, the relevant details

Synthesise
Putting together various elements to make a whole