In "Postphysical Vision: Art Education's Challenge in an Age of Globalized Aesthetics (AMondofesto)" (2008) and "Beyond Aesthetics: Returning Force and Truth to Art and Its Education" (2009), jan jagodzinski argued for politics that go "beyond" representation--a project that radically questions visual culture…

In this response to Juuso Tervo's ("The Problem of Representation" in this issue of "Studies in Art Education: A Journal of Issues and Research in Art Education"), jan jagodzinski replies that the commentary has provided a brilliant review that precisely fingers the concerns he has with a visual studies approach and the…

Arts education faces challenges from continual pressure for educational accountability. How should art educators assess inventive and divergent learning in ways that communicate to those outside the arts? The answer matters not only for the development of useful art assessment, but also in securing a place for the arts in public education. Prior…

In this graphic representation, two characters/caricatures discuss, contemplate, and fantasize the history of the field of art education, its current state, and future manifestations. The conversation is illustrated around the possible reconceptualization of art education. Through text and visual metaphors, the philosophical beliefs, theoretical…

Although educators believe in the importance of dialogue and dialogic encounters, and often propose to engage their students in "discussion," dialogic communication is rarely used in the classroom. Rather than through relational and substantive conversation, most educational dialogue in public schools is limited to telling, asking one-way…

Volume 1, No. 2, of "Studies in Art Education," appearing in spring 1960, included an article by Viktor Lowenfeld titled "Creative Intelligence." Here, he highlighted his belief in the importance of creative intelligence to human functioning, linking it to creative practice as represented most purely in the artworks of children and untutored…

In this commentary, I argue that Kevin Tavin's (2008) use of Lacan's "objet a" in his "Studies in Art Education" commentary "The Magical Quality of Aesthetics" is not a helpful analogy or solution for art education's search for the role of aesthetics. I offer that a pragmatist and dialogic viewpoint may be more useful and, because it describes the…

Drawing upon Lacanian psychoanalytic theory, neuroscience brain research, and the practices of contemporary artists Ann Hamilton, Jasper Johns, Elizabeth Murray, and Oliver Herring, this article argues for the relevance of conscious and unconscious knowledge in artistic practice. Parallels drawn between Lacanian psychoanalytic clinical practice…

This article is a philosophical argument that seeks to contribute to the field of art education by contributing toward and justifying a different aesthetic philosophy to support the use of visual culture in art education. Using the theoretical changes in art history and cultural theory as a backdrop, an aesthetic theory is constructed and labeled…

Why is there so much anxiety around the possible loss or the "striking through of aesthetics" in art education (Kamhi, 2007; Lankford, 2007)? And, why have some scholars (Duncum, 2008) gone to great lengths to argue that there is no concept of more import to the field of art education than aesthetics? While precise answers to these questions are…

"Art practice as research" casts artmaking as inquiry--as a particularly experiential and constructivist process of learning in which imaginative synthesis and creative image making are ways of constructing knowledge. This article explores how artmaking functions as research through the creation of visual images, especially images that picture…

This article discusses the results of a one-year study in a physically isolated school community in Queensland, Australia. The decision-making processes in the selection of school subjects became the focus for interviews conducted with the school community (students, parents, and teachers) and the vehicle for identifying the held conceptions of…

Beginning with an understanding of visual culture as a postmodern discourse, this article argues for more focused attention to how visual culture presents a critical rethinking of subjectivity within art education. Through an analysis of a language of bombardment, a discourse that positions the subject as bombarded by media messages, this article…

Arguing for complicating the study of visual culture, as advocated by James Elkins, this article explicates and explores Lacanian psychoanalytic theory and pedagogy in view of its implications for art education practice. Subjectivity, a concept of import for addressing student identity and the visual, steers the discussion informed by pedagogical…

An exploration of the ways that technology increasingly alters our understanding of self and the world in which we live points to the unfolding of what computer theorist Peter Lunenfeld (2000) calls a hyperaesthetics. In this article, the author correlates theories of art and artmaking with a burgeoning hyperaesthetics through theoretical…