Abstract:
Art is described as a subjective game that requires inventive behavior. At the same time however, it is also understood to depend on processes of shared agreement (Ross 1982). This paper is concerned with the ways in which assessment processes might themselves provide a model of this understanding. My interest lies in whether assessment is able to provide students with the opportunity to practice the dual skills of invention and recognition. My paper will report on, and analyse the experiences of students in relation to assessment. It will also consider how interdisciplinary teaching methods can provide opportunities for enhanced feedback to students in the learning environment. Lastly, I will reflect on the importance of the subjective/ discursive model described by Ross above as a necessary structure for interdisciplinary teaching and beyond this, as a fundamental dimension of education and the wider social world itself.