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Toward an understanding of current conceptions of art education curricula

University of British Columbia

The researcher in this study identifies and discusses the major conceptual orientations which underlie discourse in theoretical art education literature. With a better understanding of these conceptual orientations art educators, curriculum developers, and others can begin to make informed decisions with regard to evaluating new art education curricula or materials. There is a need for clarification of conceptual orientations in art education literature in order to understand the ideological bases of new curricula and curriculum materials, to improve discourse in the field, to assist in teacher training, and to allow administrators to come to informed decisions regarding the nature and quality of the art teaching that they observe. Past studies in which conceptual orientations in education have been identified have not been directly related to art education. This study Is an attempt to uncover the particular concerns of art education and to be of more specific and practical value to art educators than are other studies. The literature analyzed in this study is limited to theoretical literature since 1970 of specific relevance to educators concerned with secondary art education. The critical methodology of this study is developed from Mann's (1969) concept of curricular criticism. According to this methodology publications are viewed as works of art and are appraised with regard to authors' selections from an infinite number of possibilities of what to represent, and authors' selections of forms of language with which to communicate what is represented. Publications are then analyzed in accordance with a 'critical framework' which directs analysis to those elements generally considered to be important by authors of the literature, and which the researcher believes to be significant to the audience. Six distinctive conceptual orientations or approaches to art education are identified and characterized in the interpretation of findings. The interpretation of findings is primarily an enunciation of the degree and context in which specific viewpoints or emphases are promoted or rejected within different approaches to art education. A practical application of the interpretation of findings is demonstrated through a critical analysis of the new British Columbia Secondary Art Guide 8-12.

Text

2010-05-29

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http://hdl.handle.net/2429/25175

Education

University of British Columbia

Graduate