ERIC Number: ED441732
Record Type: RIE
Publication Date: 2000-Apr
Violence and Art Education.
This article examines violence, socialization, and implications for art educators. Section 1 discusses violence as learned behavior within Lonnie Athens' notion of "violentization" or socialization to violence. In this framework, violent individuals first undergo "brutalization," a period during which they experience or witness violence, followed by a stage of "belligerency" in which being violent preempts being hurt. Next "violent performances" are committed, and then, "virulency," a stage in which the individual gains notoriety and respect as a violent person, occurs. In Section 2, the author discusses the implications of Athens' theory for art education. The presence of an art program in a school is seen as an indicator of a humanistic educational approach. However, art teachers and students live in an increasingly complex world, so the work against violence is increasingly complicated. The arts can give teachers insights into student thinking. However, Smith claims that art teachers are often not attentive to imagery and argues that they must turn their attention to the content of student artwork in order to become more aware of student attitudes toward violence. Schools tend to be places where some violent acts are ritualized and thus become sites of violentization. Art teachers, especially at the secondary level, should design lessons that explore the theme of violence using art as a means to explore students' thoughts and to counsel students toward a more peaceful world view. (KC)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Art Education Association (Los Angeles, CA, March 30-April 4, 2000).