Why We Make Art
And Why it is Taught
Distributed for Intellect Ltd
Governments around the world spend millions on art and cultural institutions, evidence of a basic human need for what the author refers to as “creating aesthetic significance.” Yet what function or purpose does art satisfy in today’s society? In this thorough and accessible text, Richard Hickman rejects the current vogue for social and cultural accounts of the nature of art-making in favor of a largely psychological approach aimed at addressing contemporary developmental issues in art education. Bringing to bear current ideas about evolutionary psychology, this second edition will be an important resource for anyone interested in arts education.
"Hickman's consideration of why we make art and why it is taught asserts his support for the creative potential inherent within art education. He doesn't resort to championing one canon over another, nor does he completely discount any research he has addressed. His open and honest consideration creates a much-needed space for discussion within the realm of education. If more educators could gain this clarity of vision, our educative systems might one day reflect the imaginings of an artist. And, to that end, we might embrace our innate curiosity and allow ourselves the opportunity to see the world with the artistry and imagination Hickman knows and seeks for all."
Acknowledgements
Preface to second edition
Foreword by Antony Gormley
Section One: Art and Art education
Art
Art in education
The place of ‘knowing and understanding’ art
Developmental issues in art education
Learning in art
Concepts and art learning
Aims, rationales and desirable outcomes
Concluding remarks for Section One
Notes and references for Section One
Section Two: Conversations and reflections –some ‘mini case-studies’
Introduction
Some autobiographical reflections
People talking about their art making
Concluding remarks for Section Two
Section Three: Issues in art and learning
Introduction
The artistic personality
Creating aesthetic significance
Notes on imagination and expression
Identity
A few words on creativity
Art and schooling
Concluding remarks for Section Three
Notes and references for Section Three
Section Four: Concluding chapter
Introduction
Art as a fundamental human urge
Concept learning re-visited
The art curriculum
On drawing
The appreciation of visual form
Assessing school art
The art room as a model for schools and schooling
Concluding remarks
Notes and references for Section Four
References
Appendix I: Coding system for determining levels of understanding in art
Appendix II: General Educational Aims and the Role of Art in Education
Appendix III: Barrett's 'worthwhile outcomes...'
Appendix IV: Prompt Questions
Appendix V: Questionnaire on aims for art & design in education
Subject Index and Name Index
Art: Art--General Studies
Education: Education--General Studies
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