This article argues for art education's potential to transform mundane work, mindful of the steep challenges of the aesthetic and mundane dialectic. Those challenges, magnified in the context of capitalism and industrialism, confronted twentieth-century Indian artist educators Rabindranath Tagore and Nandalal Bose, but also confront…

This article explores the possibilities of placing curriculum design in close proximity with participatory contemporary art projects that potentially activate our capacities and willingness to re-vision the future of art education. In this curricular questing we have been drawn toward art that encompasses participatory forms--chiefly relational…

In his analysis of the twentieth century, the philosopher Alain Badiou defined a "passion for the real" in terms of spectacle, in its extreme violence, disseminated through art or cultural media, that would shake us out of a complacency we might call reality. But how do we teach Badiou's "real" in the technological world…

Whilst a part of the fine art degree course is about teaching technical skills and learning from tutor/peer group crits, a larger part is about the facilitation of a "safe" and structured space in which students gain the confidence to experiment with personal ideas, to hone a self-critical reflection and understand who they are as individuals,…

In this article we introduce a research strategy that involves the making of visual maps by individuals in response to their interactions with artworks. The maps record the meaning-making processes involved in the encounters and provide us with permanent records of otherwise ephemeral experiences. The case study presented here provides data for…

Research concerning the basic course known as Foundations of Art and Design strengthens the pedagogical approach for K-16 art and design education. The version of Foundations introduced to America by Josef Albers, although hardly changed, is shown to have continued, timeless relevance. Next, a sequential, implicit logic is revealed in linking the…

Two artists involved in "socially engaged art" practice were invited to work with art education teacher candidates and instructors in an effort to rethink notions of teaching, learning and art. We initiated this residency, which we called "The Summerhill Residency", to examine how learning encounters might create environments for meaningful…

"Artist-teacher" is a conceptually rich term in the field of art and design education used to describe the professionally distinct roles of artist and teacher. George Wallis (1811-91), a nineteenth-century artist and teacher, the subject of this article, first used the term "artist-teacher" to describe himself and his theories of art education. To…

This article proposes a study of the letters and graphics found in the city, while at the same time opening up unusual spaces linked to the cultural arena and visual geographies for the creation of learning spaces in art education, introducing urban typography for training teachers. The letters in urban spaces can help us reinterpret the…

This article describes a design/build exercise conducted in an Architectural Materials and Methods class to achieve three interrelated objectives: (1) to apply physically the semester's theoretical focus on the constituent process and languages of architecture investigations, (2) to capitalise on the physical and aesthetic properties of concrete…

Anton Ehrenzweig's work training art teachers at Goldsmiths College in London was groundbreaking in its field. The work of the studio fed back into Ehrenzweig's writings through his reflections on teaching and the work produced in end of year shows. In "The Hidden Order of Art" (1967), he theorised the creative process in psychoanalytic terms and…

This article examines some characteristics of art education in Korea. It takes the form of a historical overview using a postcolonial lens. The findings were that the predominant Western aesthetic concepts and theories as central culture embodied in Korean art education as local culture are: (i) ideas of art as self-expression developed in Europe…

Currently there is a scarcity of information in the art education literature about purchasing art. This article examines how art acquires economic and social value, as well as how consumers make decisions when purchasing a piece of art. Where does an art student, or the general public learn about buying art? How much, if any, of this process is…

Popular media such as films, television programmes/commercials and magazines have become the dominant source through which children learn about others and their world, develop attitudes and beliefs as manifested in media expressions, and formulate their sense of identity. Popular media have enormous influence on children who are constantly…

While rejecting modernist philosophical aesthetics, the author argues for the use in art education of a current, ordinary-language definition of aesthetics as visual appearance and effect, and its widespread use in many diverse cultural sites is demonstrated. Employing such a site-specific use of aesthetics enables art education to more clearly…