원문정보
초록
영어
Is the current shift toward emphasizing teaching CREATIVE PROCESS in art education curriculum a deliberate, ideologically motivated shift away from teaching ARTISTIC PROCESS? Engaged contemporary art education practices encourage students to pursue individual and collaborative visual and cultural research agendas to explore things that are truly meaningful (or problematic) in their lives. Structuring art education curriculum on traditional and modernist conceptions of art making or on formulas for creative ideation does not give students the knowledge and skills needed to authentically investigate contemporary life. Truly creative students will deeply experience their own sense of possibility and agency. Can we together imagine art education practices in which we develop in our students the willingness and capacity to “enter into” aesthetic practices and the ability to select and shape these practices for use as experience-generating, information-generating, pleasure-generating and purpose-generating vehicles of aesthetic investigation?
목차
Is Claiming the Centrality of CREATIVITY for Art Education a Public Relations Ploy?
Is Emphasizing Teaching CREATIVE PROCESS in Art Education Curriculum a Deliberate, Ideologically Motivated Shift A way from Teaching ARTISTIC PROCESS?
Is the Renewed Emphasis on CREATIVITY an Attempt to Revert to an Earlier Stage in the Development of Art Education Curriculum?
Can Contemporary Art Educators Develop and Implement an Art Education Practice in which Students are Encouraged to Pursue Individual and Collaborative Visual and Cultural Research Agendas through Creative Activities?
Principles of Possibility
Reconstructing Social Spaces
Vehicles of Aesthetic Investigation
References