There is concern that sustainability of a once vibrant art league is at risk due to the fact that the study of visual arts are marginalized in the current culture. With the marginalization comes a loss of aesthetic learning and desire for critical observation, dialogue and commentary of the visual culture.
What can be done by arts agencies to foster collaboration of art practitioners, educators, advocates and patrons to influence and shape parental and public opinion about art education? I do not know the history of “art education” in a specific community and how the arts entered into the community at large.
I would like to learn how to sustain a local social arts community in a contemporary society of mass media culture and high speed global communication.
How has collaboration between teachers, researchers and other art agencies promoted the “arts” agenda in the community? Has this collaboration affected arts education theory and practice?
My goal is to highlight the art education practices that marginalize the “non-art making” studies of art appreciation. Is art education teaching students to “appreciate visual arts?” Is there a place for art appreciation in an alternate learning situation? If art educational practices do not influence individuals to support, maintain, patronize, purchase and value the arts, will studies in the visual art and art museums be marginalized?
Who are the largest segment of art patrons and how are our current art educational curriculum addressing their interests?
Can the art class or an alternative “art influences” class be offered to students who are less inclined to “create or make” art?
"Who are the largest segment of art patrons and how are our current art educational curriculum addressing their interests?" Interesting question. From what I can tell it's mostly the well-heeled, which would seem to imply that the arts are mainly for the rich and educated. There are efforts to get underserved communities to visit museums, but without understanding of the arts will they return? Good question Marcia, I look forward to reading your findings on this and your other questions related to aesthetics in art.
ReplyDeleteMarcia,
ReplyDeleteDo you want to pursue these interests inside or outside of a classroom setting? Knowing a little bit more about your research situation might help me advise you on narrowing these question to one manageable, exciting, research-able question.
:)
L
I am not sure if this is relavant to your exact research question, but it seems to me that your questions all have an origin in the 1950's when art became viewed as a hooby/craft. When leisure was created, art became a sunday afternoon activity. Since anyone could dabble with paint, the true appreciation was lost. It became a common task. I think many people, students, parents, and administrators still have this view point today. Just a thought.
ReplyDeleteAfter attending the conference on early childhood education, I decided to begin here. The session of Reggio Emila's visual literacy emphasized the natural inclination of discovery and exploration that children use to learn, cooperatively and individually. We as educators can be the guide or coach through the experience of visual learning. I can work with the pre-school class (3-5yrs) and research how they naturally see, interpret and explore artworks. How does this develop their imagination,literacy,communication, and aesthetic views of diversity.
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