This paper reviews one of the first systematic programs in the history of art, developed in 1877 by P.V. Pavlov (1823-1895), professor of history at the University of St. Vladimir in Kiev. It is stressed that P. Pavlov's program is a rare case of preserving the original curriculum of educational courses developed by Russian art historians of the…

Ralph Pearson's Design Workshop was a center of progressive art education in New York. However, based on the correspondence courses that he developed, he was able to reach artists and art educators across the United States. Women artists and art educators dominated his courses and went on to play an important role in spreading progressive art…

Drawing from decolonial theories, I explore the history of art education in the Dominican Republic in the first half of the 20th century. I examine how racial hierarchies were activated in art classes in school through the romanticization of the countryside and the mystification of children's material culture. A distorted use of rural imagery…

Dissent has its own special place in art education. It has two stereotypical, polarized faces. The first is a classical institution modelled on Italian and French academies. As official places, they aimed at elevating art to the rank of science and making it an expression and instrument of power. The opposite image of the school is an oasis of…

This article investigates the ways in which drawing is taught and assessed in post-16 UK schools and colleges, with a particular focus on A Level art and design courses. Through an historical survey of the development of syllabi and assessment methods, it traces how the role of drawing in the curriculum has changed over the past sixty years. From…

Over the centuries, changes in technology and education have transformed people's attitudes towards the arts, making them more accessible. Bohemianism and modern art in the 18th century challenged the elitist perception of the arts, democratizing access. Digital tools and online resources have further opened doors to creating and experiencing…

Until the late twentieth century, courses in voice and diction were a staple of the field of communication studies. Increasingly these classes are disappearing from departments around the country, largely over concerns regarding the prescription of strict speech standards. At the same time, an interest in vocal training has increased in BFA and…

This article reports on the opening up of a new, rich seam of interdisciplinary research that brings together historians of education with historians of art and architecture to examine the meaning and incidence of "The Decorated School". It examines the origins of the idea of art as educator in the nineteenth century and discusses how…

This article discusses whether and how Art education is gendered, and whether and how the art world is gendered. The history of Art education is briefly described from a gender perspective, as well as some current reports on Art education in Sweden. The article draws on material from a postgraduate study about Art education and gender. Art lessons…

This article aims to give an overview of the use and the meaning of images in two types of school textbooks used in Spain from the early twentieth century until the end of the 1960s: the textbooks "Lecciones de cosas" ("object lessons") and those used for the teaching of religion. For this analysis the iconographic-iconological…

Advocacy is not new to art education. Over the years, Goldfarb (1979), Hodsoll (1985), and Erickson and Young (1996) have written about the importance of arts advocacy, but the concept of advocacy has evolved with the times. For example, in the 1970s, arts advocacy was described as a "movement" and brought together art educators,…

"Tragedy," both in what the author calls the strict and nuclear ancient Greek sense of the term (which does not imply that tragedy is clearly and distinctly defined, even in ancient Greece) and in the looser, derived sense of the word, has a long and compelling history. It is not only true that tragedy as practice and performance has a…

"Artist-Teacher" is a powerful and frequently used term in the fields of art, museum studies, art history, and art education. Art educators typically use the term to describe their dual practice or to emphasize the importance of art production in relation to their teaching. In this article, the author reviews historical uses of the term…

This article addresses shifts in the pedagogical positioning of art theory and art practice through the decades of the 1980s, 1990s, and 2000s and considers how shifts to postdisciplinarity might inform practices in the art academy today. It considers legacies of modernity to disclose methodological and ideological scaffolds upon which studio art…

Critical art histories have strategically contributed to the constitution of visual culture studies as an interdisciplinary field that interprets the mediations of mass-produced imagery in contemporary culture. This article advocates for an anti-historicist perspective of art historical knowledge connected to cultural analysis and centered on the…