Art Education in a Postmodern World: Collected Essays by Tom Hardy

By Tom Hardy

This quantity provides a chain of papers inquisitive about the interrelations among the postmodern and the current nation of artwork and layout schooling. Spanning a number thematic matters, the booklet displays upon current perform and articulates progressive customers in all likelihood potential via a shift in educative thinking.

Many of the essays pinpoint the stagnancy of educating equipment this present day and speak about the reductive parameters enforced by way of the present curriculum. the unconventional tone that echoes during the complete sequence of papers is unmistakable. during the booklet, postmodern idea informs the polemical debate pertaining to new instructions in educative perform. individuals shed new gentle on a postmodern view of paintings in schooling with emphasis upon distinction, plurality and independence of brain. eventually, the paper offers a close perception into a number of the strategies that form and force the modern artwork international and expands the talk concerning the influence of postmodern pondering in paintings education.

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The two teachers from the Australian Catholic School explained their inclusion of ‘dissent and disorder’ in art as a theme in the syllabus: Last year we looked at dissent and disorder as a theme. Obviously they (the students) not only looked at dissent in modern artists but also in postmodernism. ’ I think it is particularly important for senior students to be aware of the larger picture and if there are art works that question those boundaries then we would look at them. But we would be sensitive and we need to respect the institution we are working in.

It is not that the art teachers deliberately censor particular artists but they simply choose other artists whom they think will be more inspirational for students. Rather than instigating debate themselves teachers often only raise contentious issues for debate if it first surfaces in the tabloid press or from students’ curiosity. As one teacher says: I haven’t deliberately shown any of the students the work of the Chapman brothers. Personally I found their work the most shocking and distasteful in the Sensation exhibition and found it hard to come to terms with.

I do however create a certain type of buffer zone when discussing work with students. This puts us at a distance so that we can look at such works in a critical way without being offended or personally challenged in a negative way. … I don’t really see myself as a social engineer in this context. But what we do teach when we teach about postmodernism is that social issues are just one of the parameters of it. This particular teacher recognises that teaching about contemporary art involves making links with other areas of knowledge.

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