Why a child needs a critical eye, and why the art classroom is central in developing it
Knight, Linda M (2010) Why a child needs a critical eye, and why the art classroom is central in developing it. International Journal of Art & Design Education, 29(3), pp. 236-243.
It is a common acceptance that contemporary
schoolchildren live in a world that is intensely
visual and commercially motivated, where what
is imagined and what is experienced intermingle.
Because of this, contemporary education should
encourage a child to make reference to, and
connection with their ‘out-of-school’ life.
The core critical underpinnings of curriculum based
arts appreciation and theory hinge on
educators and students taking a historical look at
the ways artists have engaged with, and made
comment upon, their contemporary societies.
My article uses this premise to argue for the need
to persist with pushing for critique of/through the
visual, that it be delivered as an active process via
the arts classroom rather than as visual literacy,
here regarded as a more passive process for
interpreting and understanding visual material.
The article asserts that visual arts lessons are
best placed to provide fully students with such
critique because they help students to develop a
’critical eye’, an interpretive lens often used by
artists to view, analyse and independently navigate
and respond to contemporary society.
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|Item Type:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Current > Schools > School of Early Childhood
|Copyright Owner:||Copyright 2010 The author and NSEAD/Blackwell Publishing Ltd.|
|Deposited On:||04 Jul 2011 09:03|
|Last Modified:||01 Mar 2012 00:35|
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