All Art Education

Art education
Art education is the area of learning that is based upon the visual, tangible arts—drawing, painting, sculpture, and design in jewelry, pottery, weaving, fabrics, etc and design applied to more practical fields such as commercial graphics and home furnishings.


Historically art was taught in Europe via the atelier Method system where artists' took on apprentices who learned their trade in much the same way as any guild such as the Masons (stonemasons or goldsmiths etc). The first art schools were established in 400BC Greece as mentioned by Plato. During the Renaissance formal training took place in art studios. Historically, design has had some precedence over the fine arts with schools of design being established all over Europe in the 18th century. Education in art takes place across the life-span. Children, youth, and adults learn about art in community based institutions and organizations such as museums, local arts agencies, recreation centers, places of worship, social service agencies, and prisons among many other possible venues.

Within art schools "visual arts education" encompasses all the visual and performing arts delivered in a standards-based, sequential approach by a qualified instructor as part of the core curriculum. Its core is the study of inseparable artistic and aesthetic experience and learning.

Approaches
There are thousands of arts education curricular models or models for arts or arts-based professional development for teachers that schools and community organizations use. It can be asserted however that the core discipline of all art education is the practice of drawing, a model which has existed since the Renaissance. This is an empirical activity which involves seeing, interpreting and discovering appropriate marks to reproduce an observed phenomena. It can be asserted that other art activities involve imaginative interpretation.[citation needed] Here are three prominent models:

• A sixfold model divided into "Creative-Productive, Cultural-Historical and Critical-Responsive” components in Canada


• In the U.S.A., Discipline Based Art Education covers the same content in terms of four fields; Aesthetics, Criticism, History and Studio Practices


• In the UK the art curriculum is prescribed by the government's National Curriculum.

In most systems, “criticism” is understood to be criteria-based-analysis established on acknowledged elements of composition and principles of design which often vary in their verbal articulation, between the different art discipline forms (applied, fine, performing, & etc.) and their many schools. Other art educational systems include the study of Aesthetics, ontology, semantics, studio praxis (empirical investigation) and phenomenology. There is no set art education curriculum content - it is a process of continual often acrimonious cultural negotiation.

Some studies show that strong art education programs have demonstrated increased student performance in other academic areas, due to art activities' exercising their brains' right hemispheres and delateralizing their thinking [1]. Also see Betty Edwards' Drawing on the Right Side of the Brain. This view whilst poplar among practitioners is of dubious empirical validity.[citation needed] Support for art education, however, varies greatly between communities and between schools in various cultures.

Art education is not limited to formal educational institutions. Some professional artists specialize in private or semi-private instruction in their own studios. One form of this teaching style is the Atelier Method. Another is an artist apprenticeship in which the student learns from a professional artist while assisting the artist with their work.

Art education researchers
A number of other famous world contributors to art education academic theory include Cizek, Tom Hudson, Professor Louis Arnaud Reid, Peter Abbs, Professor Brain Allison, Rhasheed Araeen, David Aspin, Maurice Barratt, Edward De Bono, Martin Buber, David Best, Michael Buchanan, Ken Baynes, T. J. Clark, Robert Clements, R. G. Collingwood, Arthur Danto, Eliot Eisner, Edmund Burke Feldman, Hal Foster, Christopher Frayling, Michael Fried, Peter Fuller, Howard Gardner, Nelson Goodman, Clement Greenberg, Professor PH Hirst, Arthur Hughes, Rosalind Krauss, Suzanne Langer, F. R. Leavis, Victor Lowenfield, Jean-Francois Lyotard, Linda Nochlin, Griselda Pollock, John Ruskin, Phillida Salmon, Roger Scruton, Brandon Taylor, Rod Taylor, David Thistlewood, Ludwig Wittgenstein, and Richard Wollheim.

Source: Wikipedia

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