Staff Profiles

Kim Snepvangers current research investigates the rich cultural narrative behind the public face of assessment in art and design education. The research uses qualitative methods, case studies and interviews to anticipate the social complexity of assessment in visual arts education. By exposing gaps in orthodox understandings of assessment practice, some of the motives behind the public face of assessment are revealed. She has a concurrent research interest in the mechanisms and relationships necessary to sustain critical partnerships with social/educational agencies.

Recent Publications

Snepvangers, K. (2011). Forthcoming. Ecological narratives: Teachers’ social perceptions and assessment in art.  National Art Education Association Conference, (NAEA), Seattle, USA.

McDonald, G. & Snepvangers, K. (2009) Contemporary Art Practice, Art Museums and the Public Domain. Australian Art Education 32. (1), 58-68.

Baguley, M. Snepvangers, K. & McDonald, G. (2009). Engaging Educated Islands: An Examination of the Collaborative Process of Creating the 2009 Venice Biennale Art Education Resource for Australian School Students.  The International Journal of the Arts in Society, Volume 4, (2), 217-227.

Snepvangers, K. (2007). The Cult of Celebrity & Medical Misadventures: Two Case Studies Symptomatic of Assessment as a Social Construction.  Research Impacts: Proving or Improving? Australian Association for Research in Education, AARE, Fremantle, Australia