Bibliographic record
Abstract
In this article, I reflect on my experience as a visual artist working in an elementary school as part of an arts partnership program. Specifically, I discuss how in making art in the public space of a school institution I found myself censoring the content of my work, which resulted in a shift of the style and purpose of my art-making, and ultimately, altered the nature of the educational experience for students. Working from a reconstructive postmodern perspective of artistic practice within the context of a public school which enacted a conservative curriculum orientation I found myself engaging in a process of self-censorship by selecting themes and issues that would not be considered controversial within the context of this elementary school. Perplexed by the direction my work and educational role should take I began to accommodate the immediate interests of the students which resulted in a studio program that emphasized the basic skills of drawing and painting with little attention paid to the social function of art. By considering curriculum orientations that a school may enact and the values and philosophical assumptions that underpin them, along with the positions of the current postmodern art world, I discuss the complex position that the artist may occupy in the school while participating in an arts partnership program.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".