Mini-dissertations for sixth formers will open up art history
Earlier this month in an article for online magazine, The Conversation, Dr Abigail Harrison Moore (Centre for Critical Studies in Museums, Galleries and Heritage at the University of Leeds) addressed the benefits of the Extended Project Qualification (EPQ) for sixth form students.
Dr Harrison Moore was prompted to write on this subject following her contribution to an article on art history in the Guardian Education earlier this year.
‘The public response to a recent article in the Guardian on a campaign for more children to study art history at school left me thinking about what more we can do to challenge stereotypical views of the subject,’ said Dr Harrison Moore.
‘Despite some very thoughtful and useful comments, there were some who yet again dismissed art history as “something well-heeled girls do before they marry a rich man.”’
‘I have been involved for many years in activities to help engage a much larger demographic in the subject I am passionate about. This work has recently been linked to another project to support schools that offer the Extended Project Qualification (EPQ).’
An EPQ is a mini-dissertation on a subject of a sixth former’s choosing that demonstrates their ability to plan, prepare, research and work autonomously. Introduced in 2008, it is roughly equivalent to an AS level. There were 30,400 students submitting EPQs in 2013 and Russell Group universities such as Leeds are increasingly including it in their offers.
Introducing her article, Dr Harrison Moore says of the scheme:
‘I have already seen the benefit for applicants to our programmes of being engaged in an extended research project before university. I am hoping that the pattern of students coming to art history through the EPQ, even if they have never had the opportunity to study it in school, continues.
‘The EPQ offers an opportunity for students who cannot take an AS or A level in this subject – given that only 17 state schools in the UK currently offer this – to discover, value and enjoy art history.’
In the article, Dr Abigail Harrison Moore explores why she thinks the EPQ is a good way to bridge the gap between different educational experiences – state and independent – rather than broadening it. She considers how it can contribute to ensuring students are assessed on their own ability and research, rather than any opportunities they might get through initiatives such as parents’ networks, and reflects on the role of universities in making this scheme work.
‘Universities have an important role to play in supporting students’ success with the EPQ, helping teachers manage the supervision required and explaining why and how the qualification demonstrates the benefits further study has to offer.’
The full article can be found here.
The Conversation is an online independent source of news and views, sourced from the academic and research community and delivered direct to the public.