Why Do We Teach Art Today? Conceptions of Art Education and Their Justification

Different, and sometimes conflicting, justifications have been advanced for the importance of teaching art in schools. Following the broad historical conceptual frameworks established by Efland (1990) to describe these debates, the paper traces how these frameworks continue to be useful in categoriz...

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Bibliographic Details
Published in:Studies in art education 1998-04, Vol.39 (3), p.197-214
Main Author: Siegesmund, Richard
Format: Article
Language:English
Subjects:
Aesthetics
Art Education
Art History
Arts
Cultural values
Curricula
Educational Principles
Epistemology
Expressionism
Perception
Reason
Reconstructivism
Sensory perception
Visual Arts
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Summary:Different, and sometimes conflicting, justifications have been advanced for the importance of teaching art in schools. Following the broad historical conceptual frameworks established by Efland (1990) to describe these debates, the paper traces how these frameworks continue to be useful in categorizing contemporary arguments on the form of art education. The paper contends that many current popular justifications for art education lack a solid epistemological rationale. Out of this review, a conceptual framework that approaches art education as a study of reasoned perception is advocated as the soundest epistemological foundation for the field.
ISSN:0039-3541
2325-8039
DOI:10.2307/1320364