Critique and Intervention: Implications of Social Theory for Art Education

Abstract

Recent studies in the sociology of art have significant implications for the practice of art education. Hermeneutic interpretive methods emphasize the social dimension of meaning and render traditional aesthetics problematic. For art education these theoretial developments entail a new, historically grounded approach to art criticism, as well as a re-examination of the nature of representation and the education of artists. This paper reviews the sociological argument and provides critical examples of the changes in practice that are implied by that argument.

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