Critique: Where art meets assessment

Phi Delta Kappan

Volumn 87, Issue 1, 2005, Pages

  Soep, Elisabeth ^a  

^a Youth Radio   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 26644431850     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170508700109     Document Type: Review

References (31)

1. Elizabeth G. Cohen et al., "Can Groups Learn?," Teachers College Record, March 2002, pp. 1045-68.
2. David Buckingham, Media Education: Literacy, Learning, and Contemporary Culture (Cambridge: Polity Press, 2003).
3. Hervé Varenne and Ray McDermott, Successful Failure: The School America Builds (Boulder, Colo.: Westview Press, 1999).
4. Elliot W. Eisner, "Cognition and Representation: A Way to Pursue the American Dream?," Phi Delta Kappan, January 1997, pp. 348-53.
5. See, for example, Anne DiPardo and Sarah Warshauer Freedman, "Peer Response Groups in the Writing Classroom: Theoretical Foundations and New Directions," Review of Educational Research, Summer 1988, pp. 119-49;
6. and Melanie Sperling, "Revisiting the Writing-Speaking Connection: Challenges for Research on Writing and Writing Instruction," Review of Educational Research, Spring 1996, pp. 53-86.
7. Ann Filer, Assessment: Social Practice and Social Product (London: RoutledgeFalmer Press, 2000).
8. Glynda Hull and Katherine Schultz, School's Out: Bridging Out-of-School Literacies with Classroom Practice (New York: Teachers College Press, 2002);
9. and Jabari Mahiri, What They Don't Learn in School: Literacy in the Lives of Urban Youth (New York: Peter Lang, 2003).
10. Lois Weis and Michelle Fine, Construction Sites: Excavating Race, Class, and Gender Among Urban Youth (New York: Teachers College Press, 2000).
11. have been a primary contributor to two major national studies of nonschool literacies and community-based education. The first is Harvard University's Project Co-Arts, a study of pedagogy, assessment, and neighborhood-based development within community arts centers in low-income settings. See Jessica Davis et al., Safe Havens: Educational Effectiveness in Community Art Centers That Focus on Education in Economically Disadvantaged Communities (Cambridge, Mass.: Project Zero, Harvard Graduate School of Education, 1993). The second is a decadelong Stanford University study of youth learning and leadership in community-based organizations. In 1995 we began to focus on arts-based sites.
12. See Shirley B. Heath, "Three's Nota Crowd: Plans, Roles, and Focus in the Arts," Educational Researcher, October 2001, pp. 10-17;
13. Shirley B. Heath and Milbrey McLaughlin, "The Best of Both Worlds: Connecting Schools and Community Youth Organizations for All-Day, All-Year Learning," Educational Administration Quarterly, August 1994, pp. 278-300;
14. Shirley B. Heath and Elisabeth Soep, "Youth Development and the Arts in the Non-School Hours," Grantmakers in the Arts, Spring 1998, pp. 9-32;
15. Elisabeth Soep, "Abnormal Educational Vision: Art in the City Beyond School," Kappa Delta Pi Record, Fall 2002, pp. 12-16;
16. Elisabeth Soep, idem, "Critique: Assessment and the Production of Learning," Teachers College Record, Fall 2005. In this article, all names of Youth Radio students have been changed.
17. Nicole Fleetwood, "Authenticating Practices: Producing 'the Real' in Youth Videos," in Sunaina Maira and Elisabeth Soep, eds., Youthscapes: The Popular, the National, the Global (Philadelphia: University of Pennsylvania Press, 2005), pp. 155-72;
18. Kathleen Hogan, "Pitfalls of Community-Based Learning: How Power Dynamics Limit Adolescents' Trajectories of Growth and Participation," Teachers College Record, Spring 2002, pp. 586-624;
19. Nicholas Paley, Finding Art's Place: Experiments in Contemporary Education and Culture (New York: Routledge, 1995);
20. and David Trend, "The Fine Art of Teaching," in Henry Giroux and Patrick Shannon, eds., Education and Cultural Studies: Toward a Performative Practice (New York: Routledge, 1997), pp. 249-58.
21. Deborah Tannen, Talking Voices: Repetition, Dialogue, and Imagery in Conversational Discourse (Cambridge: Cambridge University Press, 1989).
22. Ibid. See also Kris Gutierrez, Betsy Rymes, and Joanne Larson, "Script, Counterscript, and Underlife in the Classroom: James Brown Versus Brown v. Board of Education," Harvard Educational Review, Fall 1995, pp. 445-71;
23. Carol D. Lee, "Signifying in the Zone of Proximal Development," in Carol D. Lee and Peter Smagorinsky, eds., Vygotskian Perspectives on Literacy Research: Constructing Meaning Through Collaborative Inquiry (Cambridge: Cambridge University Press, 2001), pp. 191-225;
24. and Stuart Tannock, "Noisy Talk: Conversation and Collaboration in a Youth Writing Group," in Susan M. Hoyle and Carolyn T. Adger, eds., Kids Talk: Strategic Language Use in Later Childhood (New York: Oxford University Press, 1998), pp. 241-66.
25. Tannen, Kids Talk: Strategic Language Use in Later Childhood, op. cit.
26. Courtney B. Cazden, Classroom Discourse: The Language of Teaching and Learning (Portsmouth, N.H.: Heinemann, 2001).
27. Charles Goodwin and Marjorie H. Goodwin, "Assessments and the Construction of Context," in Alessandro Duranti and Charles Goodwin, eds., Rethinking Context: Language as an Interactive Phenomenon (Cambridge: Cambridge University Press, 1992), pp. 147-90.
28. It must be noted, however, that different contexts will invite different modes of participation. For example, silence itself can serve as a potent response to a previously uttered assessment, and in this sense not speaking can be its own form of participation.
29. Heath and Soep, Rethinking Context: Language as an Interactive Phenomenon, op. cit.
30. Fleetwood, Rethinking Context: Language as an Interactive Phenomenon, op. cit.
31. Meredith I. Honig and Morva A. McDonald, "From Promise to Participation: Afterschool Programs Through the Lens of Socio-Cultural Learning Theory," Afterschool Matters, Occasional Paper No. 5, Fall 2005.