Interlocking Images: The Conceptual Core of a Discipline-Based Art Lesson

Abstract

Discipline-based art education teaches children to understand a language of visual imagery in order to expand their expressive options when they use art materials. Putting imagic literacy at the center of studio art instruction departs from traditional practice, which encourages media manipulation but which discourages systematic image manipulation. Children's tutored images display visual concepts (aesthetic properties) acquired as a result of instruction. A discipline-based art lesson has three components: visual analysis, art production, and critical/historical analysis. Consistency of visual concepts (interlocking images) throughout all three components constitutes systematic studio art instruction that introduces children both to media and to the dimensions of artistic imagery.

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