Relating Controversial Contemporary Art and School Art: A Problem-Position

Abstract

By drawing upon students' and teachers' experiences of controversial contemporary art recently exhibited in New York, Los Angeles, and Cincinnati, upon teachers' pedagogical philosophies and orientations toward contemporary art, controversy, and censorship, and upon the historic Whistler vs. Ruskin trial, as captured in the contemporary painting of the same name (Kitaj, 1992), this paper, a problem-position, is constructed to address questions such as: What is the relevance of controversial contemporary art to school art? What is it like for students and teachers to experience the separate parallel worlds of contemporary art and school art? How do we understand the cultural and historical factors that may explain the existence of these two worlds? Finally, we raise the question of whether or not it is desirable, or even possible, to bridge the gap between controversial contemporary art and school art.

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