This case study uses discourse analysis to address contemporary practices in secondary school art education and in particular the intersection between what might be called formal and informal practices in students' artwork. The case study draws upon recent developments in theory around digital technology in education and informal learning to suggest that practices in a school art classroom are influenced by changes in wider society and explores how certain traditions in school art sit with new practices developing with the influence of such technology
Bibliography
Includes bibliographical references
Notes
Online resource; title from home page (viewed on November 10, 2015)
