Art as an Emergent School Subject: Perspectives and a Proposal from Ontario

Abstract

Sociological and philosophical perspectives on the emergence of school subjects are discussed (Goodson, 1988; Pratt, 1980). A descriptive model developed by Layton (1972), postulating three stages in the emergence of new subjects within schools, is presented. The development of art in Ontario schools is traced, and its contemporary status is compared with the final stage predicted by Layton's model. A conceptual framework for art based upon student self-disclosure (Clark, 1987) is outlined as an alternative curricular model. Results are presented from an implementation study which suggest that the disclosure approach is capable of reducing the degree to which students become disenchanted with newly emergent subjects.

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