出版社：LEARN (Leading English Education and Resource Network)
摘要：For at least two thirds of the 20th century, art was considered a separate discipline in education, and what constitutes art, who should produce art, and what art means were predicated on formalist conceptualizations (Broudy, 1972). According to Broudy, and others who endorse a modernist perspective, the aesthetic experience is derived from exposure to exemplary works of art. This limits access to art, experience with art, and the potential of using art forms in everyday life for mediating understanding in different ways (Eisner, 1991).This perspective has had a longstanding impact on how art and education intersect. The advent of postmodernism, or belief in multiple realities, inclusionary practices, and relational ways of being and knowing, has changed and continues to change the concept of art and its relation to education.Dewey’s (1934) notions, that art is connected to everyday life, and that aesthetic experience is derived in the doing of art and what it reveals in the process, have been dusted off the shelf and gained an increasing foothold in schools, preservice teacher education, and research. These ideas have been bolstered by the realization that learners have multiple intelligences and ways of communicating (Gardner, 2000), some of which are better suited to certain learners than others, and by the increasingly visual and digital world in which we live.We have come to an exciting moment where in many places art is functioning as a way of reflecting on,understanding and representing thinking and values, and as a way of opening up spaces for social action and change.The very interesting and compelling articles in this issue illustrate the immense potential that exists when art and education meet in stimulating, varied, accessible and embodied forms and practices.
