Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Convocation, John B. Hulst
Why Art Education Lacks Social Relevance: A Contextual Analysis, Robert Bersson
Why Art Education Lacks Social Relevance: A Contextual Analysis, Robert Bersson
Journal of Social Theory in Art Education
Contemporary art education is individual - focused (i.e. self-centered) to the almost complete exclusion of larger social concerns. This is true whether the art education is child-centered, discipline-centered, Rockfeller (Coming to Our Senses) - centered, or competency-based. The primary concern, notwithstanding differences, is on individual artistic productivity and, to a lesser degree, on personal aesthetic response. The enormous untapped potential of art education - and ninety-nine percent of us will be viewers and consumers, not artists - is in the social dimension. Critical understanding of the dominant visual culture - often dehumanizing in its effect, multicultural understanding through art, and …
A Socially Relevant Art Education, Lanny Milbrandt
A Socially Relevant Art Education, Lanny Milbrandt
Journal of Social Theory in Art Education
In view of the foregoing arguments for art education in a social context one might ask: do art educators bear a responsibility for the shaping of a society? If one agrees that such a responsibility is within our jurisdiction, the next question must be: what is our potential sphere of influence and activity in this realm of responsibility and how do we get on with the job? Art educators must develop a commitment to socially responsive goals and take active roles to enable those goals to be realized.