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Volume 36 • Number 2

Summer 2002


 


The Sense of Art History in Art Education

by Penny McKeon

We can now discern the outlines of the problem: how to acquaint students with the aesthetic form of life in a manner that is not only ethically acceptable but also theoretically justifiable and pedagogically promising.

All generally educated adults tacitly participate in the artworld. This is increasingly true in communities that must negotiate an often coercive and always saturated visual environment. This essay interrogates conventional assumptions about applications of art history in art education to innovate an artworld/lifeworld representation within the school years. The outlined strategy is authentic in terms of disciplinary models, inclusive of the learning interests of the student, and communicative in its outcomes.


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