Guidelines:
Students are required to attend all lectures, field trips and take part in reading discussions. Students are required to respond to the readings critically. Reading responses are not a summary of the readings but a thoughtful and a critical response to the reading reviewed. This will also enhance your writing skills. Each carefully crafted response should be completed using the reading response worksheet with correct citations and must follow the word count (275-350 words, excluding references) and address the questions below:
Font: 12 point Times New Roman, Double Spaced
Reading (Full reference details as per APA):
In what historical context has the author written the reading you have chosen? (50-75 words)
What do you think the author?s assumptions were in this reading? Do you agree? Why or why not? (75-100 words)
What kind of contemporary issues emerge in relation to the reading reviewed? Elaborate on the same in light of your practice as an art educator. (75-100 words)
Address any one of the questions below (75-100 words):
What are the strengths and weaknesses of the reading that you can articulate on?
What are the unargued assumptions in the reading?
What could be the possible counter arguments in the reading from your point of view? Explain your rationale for suggesting counter argument(s).
Additional References IF Used ( Full reference details as per APA)
Your notes for Instructor:
Comments from Instructor:
Each Reading response is 10% (3 responses =30% of course grade)
Excellent
(A+/A)
9.5-10.00 Good
(A-/B+)
8.60-9.40 Fair
(B/B-)
8.30-8.50 Unsatisfactory
(C+ and below)
8.00-8.20
Ability to adopt a critical stance to the reading reviewed with an inquiring, questioning frame of mind. Solid demonstration of skills in reading histories of art education critically and learning to identify and question the challenges and opportunities that the reading presents Excellence in writing based on the questions and following of the guidelines provided with correct use of APA. Ability to adopt a somewhat critical stance to the reading reviewed with some evidence of inquiring, questioning frame of mind. Good demonstration of reading histories of art education critically and learning to identify and question the challenges and opportunities that the reading presents Acceptable writing based on the questions and following of the guidelines provided with some use of APA. Fair evidence of adopting somewhat of a critical stance to the reading reviewed with very little evidence of inquiring, questioning frame of mind. Fair demonstration of skills in reading histories of art education critically and learning to identify and question the challenges and opportunities that the reading presents. Fair writing based on the questions and following of the guidelines provided with poor and incorrect use of APA. No evidence of adopting somewhat of a critical stance to the reading reviewed with zero evidence of inquiring, questioning frame of mind. No evidence of skills in reading histories of art education critically and learning to identify and question the challenges and opportunities that the reading presents Poor writing based on the questions and following of the guidelines provided and no use of APA.
