UNESCO-NIE Centre for Arts Research in Education (CARE)

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Journal: 
Australian Art Education
Name(s) of Author/Editor(s): 
David Bell
Refereed: 
Yes
Volume No.: 
33
Issue No.: 
1
Page numbers of article: 
29-43
Year of publication: 
2010
Country of publication: 
Australia
Country of Research Data: 
New Zealand
Language: 
English
Abstract: 

This paper explores strategies and principles to inform constructive conversations about art. The focus in art learning has traditionally been on practice - making art works, often in discrete projects isolated from other learning experiences in, or outside of, the visual arts. More recently however, theoretical frameworks and curriculum guidelines have expanded the domains of aesthetic activity to embrace the broader range of learning experiences about the arts that contribute to encounters that we might very loosely frame as art, or aesthetic appreciation. A general aim for this inclusion of art historical and contextual, critical or aesthetic experiences in arts learning might be summarized as an intention to sensitize students to richer, more rewarding engagements in art - an introduction to the 'good life'. These dimensions of art learning are explicit requirements of The New Zealand Curriculum, yet many teachers feel ill equipped to teach them. This paper argues that conversational strategies already familiar to generalist and specialist teachers can provide sound pathways for guiding rich engagements with art works.

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