This essay offers a broad look at the way critique as a mode, method, and attitude in post-war art history research and teaching intersects with occurrences of critique in humanities scholarship and teaching generally, but also how distorted forms of critique occur in contexts outside the academic field. The essay outlines concerns raised by…

Discipline-Based Art Education (DBAE), a theory developed in the USA, has been influential but also used in Art Education institutions world-wide. One of its stated goals was to develop the quality of teaching art education. Today, it is used as a theory for identifying and assessing good practices in the field of Art Education. The purpose of…

Reviews recent development in art education in light of the National Curriculum for Art in Great Britain. Maintains that critical studies, the concept of applying critical thinking to art history, are the key ingredients for the improvement of art education. Provides suggestions for implementing critical studies in the art education program. (CFR)

In order to understand the place of Herbert Read both in 20th century aesthetics and art education, one needs to carefully consider the entire field of English art and aesthetics from 1900 to the beginning of the Second World War. This time frame was dominated by the thoughts of Roger Fry and Clive Bell, and works both literary and visual, of the…

This paper discusses the ideas of Conrad Fiedler, a 19th century German philosopher of art, concerning art criticism, or the judging of works of visual art. In addition to a brief biography of Conrad Fiedler, the paper's main subject is Fiedler's ideas on art criticism as expressed in his book "On Judging Works of Visual Art" (1876,…

Rudolph Arnheim combined his knowledge of psychology with a love of art and interest in the artist. This paper describes his deep contact with the work of art in all of his endeavors and his almost single-handed establishment of a psychology of art movement in the United States. Rudolph Arnheim focussed his effort in writing and research rather…

This article describes the foundations, development and some of the findings from a research project about how the use of the gaze, as a key idea from critical art history, might affect the understanding of art by art educators. It shows how the use of this key idea involved not just the disruption of a modernist model of art interpretation (based…

This paper describes postmodern theory as a paradigm composed of concepts and ideas. It does not describe postmodern theory as if it were developed logically from a simple premise, because it was not, nor can the postmodern paradigm be described in neat, concise terms. The paper presents a review and explication of postmodernism's theoretical…

This paper reviews some of the recent research relative to the thoughts and writings of the English art critic, Clive Bell, one of the leaders in British art criticism for the first part of the 20th century. Bell's conception of "art as significant form" is considered with specific reference to the following educators: (1) Roger Fry and…

Argues that Wittgenstein's picture theory in "Tractatus" is, contrary to widespread assumptions, actually about pictures in several important senses, and that it offers a more rigorous and logical model of graphic meaning than many later theories. (TB)

This publication includes descriptions of arts programs, units of study, lesson plans, and course outlines submitted by Illinois arts teachers who answered the invitation to document their successful approaches to art edication. This compilation was not designed to be prescriptive, but to be representative of activities in Illinois. The articles…

Considers the true value of art by outlining a number of factors that determine the price of a painting including the fame of the artist, the time of the artist's death, and the age of the work. Concludes that students should be encouraged to consider the emotional, aesthetic, and intellectual worth rather than the monetary value. (KM)

Explores the sources of art criticism and reviews some extant pedagogical models. Outlines the content skills to be developed and the role of art criticism in a discipline-based teacher training curriculum. Recommends that art criticism should incorporate pedagogy and other disciplines of art. (KM)

This paper explores the question of introducing a critical pedagogy of representation into the art classroom, what it means and how it works. A critical pedagogy of representation holds socially transformatoryugoals that work toward a critical democracy. The approach affords opportunity for oppositional readings of texts and images by opening up…

Addresses the issue of the fame of Leonardo da Vinci's "Mona Lisa." Describes several kitsch objects that have been created about the painting. Maintains that students need to address this issue otherwise such exploitation will depreciate the value of the art work. (KM)