Abstract
Purpose. The purpose of this exploratory case study was to examine to what degree selected secondary (9–12) visual arts teachers used the six elements of connoisseurship and educational criticism in their evaluation of student work. The six elements are: ability to see events, objects, or situations; appreciate what they saw; describe what they saw; interpret meaning from what was described; evaluate the description and interpretation; and identify recurring messages and themes. Methodology. The research design was descriptive. Six secondary (9–12) visual arts teachers who were nominated by superintendents in Orange County comprised the sample. The three methods used for data collection were direct observations, expert observations of videotaped sessions, and interviews. The Connoisseurship and Educational Criticism (C/EC) Model, a criterion-based rubric, and an interview schedule were used for data collection. Qualitative and quantitative data were analyzed through interview narratives, expert comments, and tabulations of responses. Key findings. Teachers were consistent in the degree of use of connoisseurship to a great degree or moderate degree. Teachers were sporadic in the degree of use of educational criticism. Interactions with the students were of utmost importance in the evaluation process. The evaluation process of student work is ongoing and begins when the assignment is given. Conclusions. The process of evaluation for the secondary visual arts teacher is dependent upon interactions with the student. The evaluation process is somewhat independent of the objectives. Teachers use their own subjectivity to make critical judgments. Teachers make improvements in future assignments based on their evaluations. The six elements of connoisseurship and educational criticism are not a systematic part of the teachers' terminology. Teachers do not consistently verbalize what they see in the artwork. Recommendations. Training should be provided in connoisseurship and educational criticism (C/EC Model). Teachers should be trained to intentionally verbalize evaluation processes with students. The process of videotaping should be used with teachers to increase their communication skills and develop self-confidence. Staff development should be provided to increase awareness of evaluation processes.