Can Art Education Become Reflective Praxis? Reflections on Theme Park Experience

Abstract

Art education has few links with popular entertainment. Theme parks provide some of the most extensive and most underexplored of such forms. Cultural theorists often treat them with disdain. But there is a tradition, from John Dewey to Herbert Read, that values haptic experience as a vital resource for art education. It is argued in this paper that the spectacles of Disney and other similar promotions provide excellent material for a critical evaluation?at all levels of art education?of the interplay between design, architecture, cultural theory, and individual response. Such an exercise has cross-curricular implications linking to literature, history, media, and even business studies.

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