- LAST REVIEWED: 04 June 2015
- LAST MODIFIED: 15 December 2011
- DOI: 10.1093/obo/9780199756810-0004
- LAST REVIEWED: 04 June 2015
- LAST MODIFIED: 15 December 2011
- DOI: 10.1093/obo/9780199756810-0004
This bibliography contains a selection of papers and volumes on themes under discussion in the field of art education. The topics presented here are but a sampling of issues that noted scholars consider to be essential to the progress of art, design, and aesthetics education as core curricula. As art educators teach art technique and process along with artistic analysis, gaining an understanding of the historical development of the field as well as a foundation in aesthetic theory and methods of critique is essential. The literature discussed delves into aesthetic inquiry, guiding readers to develop a transformative analysis of art. The literature also offers a historical foundation of art education, providing the basis for teaching art processes and techniques as well as the ability to appreciate and interpret art in and out of school. Historical perspectives on art education, from its beginning in public schools in which drawing and drafting are taught, to the development of expressive media and children’s natural artistic development, to the focus on discipline-based art education, through contemporary art education and visual-culture studies, have pervaded the arts education literature. With the ever-increasing call for measuring learning to justify expenditures, assessment and evaluation in art education have become important topics of concern and debate. Art educators advocate for a holistic review of learning, and the field acknowledges the pressure to measure learning objectives in the arts based on content standards. Many other disciplines within education are looking to the arts to guide in the development of process-folio and portfolio assessments. Literature and commentary in the field of art education consider the pros and cons of teachers who are also artists, teaching artists, and the advocacy for having certified art teachers in schools. The potential goals and conflicts of interest make for interesting discussion; the reports of student engagement and advancement suggest the need to continue with such discussions. Teaching art and art research from the female perspective is another important topic in art education literature. Because an overwhelming percentage of art educators are women, it is all the more salient that art education considers the perspectives of women in the development of the field. As an often-disenfranchised group, female artists and art educators give voice to issues of gender inequities as well as social and political issues that affect women and others who are placed in real or perceived minority situations. Students with special needs is one such category in the literature, as in life. Finally, the study of visual literacy and visual culture is permeating the literature; perhaps, this field is essentially arriving back at where it started—learning to see, translate, and communicate the visual stimulus of our world.
Aesthetic Development and Critique
An important aspect of art education is the development of an aesthetic philosophy and the ability to critique one’s own artwork as well as that of other artists. Discipline-based art education, no longer prescriptive practice in Western schools, included aesthetics and critique as essential components. The field of art education continues to recognize these aspects as priorities and strives to include them in a complete art-learning experience. Barrett 2008, Bresler 2006, and Greene and Lincoln Center Institute 2001 consider the importance of learning to see and translating the experience of seeing to make connections with one’s life and one’s world.
Barrett, Terry. 2008. Why is that art? Aesthetics and criticism of contemporary art. New York: Oxford Univ. Press.
Barrett introduces readers to multiple philosophical perspectives on art, particularly addressing aesthetic concerns about contemporary works and the rationale behind art creation, viewing, and critique. He applies philosophical questions and aesthetic measures to challenge various works and to discuss triumphs and shortcomings in concepts, techniques, and artistic vision. Criteria for evaluating artwork and exploring content, context, and meaning to challenge assumptions are presented.
Bresler, Liora. 2006. Toward connectedness: Aesthetically based research studies in art education. Studies in Art Education 48.1 (Fall): 52–69.
Core relationships among aesthetics, art making, and qualitative research, including the space in which each occur, are fueled by the artist/researcher’s ability to perceive, translate, and transform work and self. Artistic process and research practice become aesthetic encounters in this “tri-directional relationship.” Available online for purchase.
Doren, Mariah. 2010. Re-thinking critique: Questioning the standards, rethinking the format, engaging meanings constructed in context. In 20Under40: Re-Inventing the Arts and Arts Education for the 21st Century. Edited by Edward P. Clapp, 126–141. Bloomington, IN: AuthorHouse.
Discussion of the cross purposes of traditional critique techniques and the transformative discovery of individual and contextual meaning in artwork.
Greene, Maxine, and Lincoln Center Institute. 2001. Variations on a blue guitar: The Lincoln Center Institute lectures on aesthetic education. New York: Teachers College Press.
A collection of lectures from the Lincoln Center Institute share insights on aesthetic development and educational renewal through imagination and transformation. Concepts include new ways of seeing and experiencing the arts, embodied meaning, and multiple visions of the aesthetic. Personal transactions with works of art and performances are considered contextually with respect to the move away from formalist approaches to arts and aesthetics education.
Lankford, E. Louis. 1992. Aesthetics: Issues and inquiry. Reston, VA: National Art Education Association.
A handbook of strategies for applying aesthetic theory in art classes. Issues include introductory aesthetic development and progress through complex forms of aesthetic inquiry.
Sandell, Renee. 2009. Using form+theme+context (FTC) for rebalancing 21st-century art education. Studies in Art Education 50.3 (Spring): 287–299.
The need to expand art-curricular experiences to fully engage with the visual world is presented, using form+theme+context as an approach to the integration and creation of visual imagery. Available online for purchase.
Smith, Ralph Alexander, ed. 2001. Aesthetics and criticism in art education: Problems in defining, explaining, and evaluating art. Reston, VA: National Art Education Association.
Seminal work introducing the essential nature of teaching for the development of aesthetic sensibilities and critical abilities in the art education classroom. An early precursor to the inclusion of art history, aesthetics, and critique in discipline-based art education, Smith’s work details the interrelationships of these aspects of art with the art-making process. Reprinted in 2001.
Tavin, Kevin. 2007. Eyes wide shut: The use and uselessness of the discourse of aesthetics in art education. Art Education, o.s. 60.2 (March): 40–45.
Discusses issues of how aesthetics are considered and taught as a delivery system for teacher-generated content rather than cultural/psychological investment on the part of the learner/viewer. Tavin suggests that aesthetic discourse, with presuppositions and established values, detracts from the work of teachers and students in viewing, interpreting, and finding meaning in art. Available online for purchase.
Users without a subscription are not able to see the full content on this page. Please subscribe or login.
How to Subscribe
Oxford Bibliographies Online is available by subscription and perpetual access to institutions and individuals. For more information or to contact an Oxford Sales Representative click here.
Purchase an Ebook Version of This Article
Ebooks of the Oxford Bibliographies Online subject articles are available in North America via a number of retailers including Amazon, vitalsource, and more. Simply search on their sites for Oxford Bibliographies Online Research Guides and your desired subject article.
If you would like to purchase an eBook article and live outside North America please email firstname.lastname@example.org to express your interest.
- Academic Achievement
- Academic Audit for Universities
- Academic Freedom and Tenure in the United States
- Action Research in Education
- Adjuncts in Higher Education in the United States
- Administrator Preparation
- Advanced Placement and International Baccalaureate Courses
- African American Racial Identity and Learning
- Alternative Schools
- Art Education
- Assessing School Leader Effectiveness
- Assessment, Behavioral
- Assessment, Educational
- Athletics, College
- Beginning-Teacher Induction
- Bilingual Education and Bilingualism
- Blended Learning
- Character Education
- Children's Beliefs about Intelligence
- Classroom Management
- College Admissions in the United States
- Community Relations
- Comparative Education
- Computer-Based Testing
- Counseling in Schools
- Critical Race Theory
- Crossborder and Transnational Higher Education
- Culturally Responsive Leadership
- Culturally Responsive Pedagogies
- Culturally Responsive Teacher Education in the United Stat...
- Curriculum Design
- Data Collection in Educational Research
- Data-driven Decision Making in the United States
- Deaf Education
- Desegregation and Integration
- Development, Moral
- Digital Age Teacher, The
- Distributed Leadership
- Early Childhood Education and Development in Mexico
- Early Childhood Education in Australia
- Early Childhood Education in China
- Early Childhood Education in Denmark
- Early Childhood Education in Sub-Saharan Africa
- Early Childhood Education in Sweden
- Early Childhood Education Policy
- Early Childhood Education, The Arts in
- Early Childhood Mathematics
- Early Childhood Teacher Education
- Early Childhood Teachers in Aotearoa New Zealand
- Economics of Education
- Education For Children with Autism
- Education Leadership, Empirical Perspectives in
- Education Reform and School Change
- Educational Statistics for Longitudinal Research
- Emotional and Behavioral Disorders
- Epistemic Beliefs
- Ethics and Education
- Ethics of Teaching
- Ethnic Studies
- Federal Government Programs and Issues
- Finance, Education
- Financial Aid
- Formative Assessment
- Gender and Achievement
- Gifted Education
- Global Mindedness and Global Citizenship Education
- Global University Rankings
- Governance, Education
- Grounded Theory
- Higher Education and Globalization
- Higher Education and the Developing World
- Higher Education in China
- Higher Education in the United States, Historical Evolutio...
- Higher Education, International Issues in
- Higher Education Policy
- Higher Education Research
- History of Education in the United States
- Inclusive Education
- Indigenous Education in a Global Context
- Integrating Art across the Curriculum
- Intensive Interventions for Children and Adolescents with ...
- Knowledge Development in Early Childhood
- Leadership Development, Coaching and Feedback for
- Leadership Training
- Learning Difficulties
- Learning, Lifelong
- Learning, Multimedia
- Learning, Service
- Legal Matters and Education Law
- Linguistic Diversity
- Linguistically Inclusive Pedagogy
- Literacy Development and Language Acquisition
- Literacy, Multiple Documents
- Literature Reviews
- Mathematics Instruction and Interventions for Students wit...
- Mathematics Teacher Education
- Measurement in Education in the United States
- Meta-Analysis and Research Synthesis in Education
- Methodologies for Conducting Education Research
- Mixed Methods Research
- Multivariate Research Methodology
- Music Education
- Numeracy Education
- Pedagogy of Teacher Education, A
- Performance Objectives and Measurement
- Performance-based Research Assessment in Higher Education
- Phenomenology in Educational Research
- Philosophy of Education
- Physical Education
- Politics of Education
- Portable Technology for Special Education
- Pre-Service Teacher Education
- Problem Solving
- Professional Development
- Professional Learning Communities
- Program Evaluation
- Psychology Learning and Teaching
- Psychometric Issues in the Assessment of English Language ...
- Qualitative Data Analysis Techniques
- Qualitative Research Design
- Quantitative Research Designs in Educational Research
- Race and Affirmative Action in Higher Education
- Reading Education
- Refugee and New Immigrant Learners
- Researcher Development and Skills Training within the Cont...
- Response to Intervention
- Restorative Practices
- School Accreditation
- School Choice
- School Culture
- School Reform
- Schools, Private and Independent
- School-Wide Positive Behavior Support
- Science Education
- Secondary to Postsecondary Transition Issues
- Self-Regulated Learning
- Self-Study of Teacher Education Practices
- Severe Disabilities
- Single Salary Schedule
- Single-sex Education
- Single-Subject Research Design
- Social Context of Education
- Social Justice
- Social Network Analysis
- Social Pedagogy
- Social Science and Education Research
- Social Studies Education
- Sociology of Education
- Statistical Assumptions
- Student Assignment Policy
- Student Engagement in Tertiary Education
- Student Participation
- Student Voice in Teacher Development
- Teacher Evaluation and Teacher Effectiveness
- Teacher Preparation
- Teacher Training and Development
- Teacher Unions and Associations
- Teaching Critical Thinking
- Technology Education in Early Childhood
- Technology, Educational
- The Regulation of Standards in Higher Education
- Theories of Educational Leadership
- Tracking and Detracking
- University Faculty Roles and Responsibilities in the Unite...
- Vocational and Technical Education
- Women's and Gender Studies