Art as Fulfilment: on the Justification of Education in the Arts

Koopman, Constantijn

doi:10.1111/j.0309-8249.2005.00421.x

Cited by 19 publications

(14 citation statements)

References 11 publications

(6 reference statements)

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“…English art educators, still swaddled in the comfortable familiarity of modern liberalism, did not embrace their offer. Miles (2009, 96), echoing the sentiment of other modern liberal commentators (Eisner 2001;Koopman 2005; Burgess and Reay 2009), attacks Swift & Steers instrumental rationale, writing that 'seen as the pursuit of skills art falls into the dross of the culture industries'.…”

Section: The Reality Of the Nowmentioning

confidence: 99%

Liberal Ideals, Postmodern Practice: A Working Paradox for the Future of Secondary School Art Education in England?

Grant¹

2019

Int J Art Design Ed

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Modern liberal rationales continue to inform a majority of teaching and learning in English art classrooms. In a postmodern Western society increasingly informed by neoliberal globalisation this approach begins to look either like an anachronism or an act of outmoded pedagogic resistance. What is certain is that the modern liberal tradition is increasingly irrelevant to a young generation of learners, but while alternative paradigms have subsequently been suggested none have come to replace the stubbornly established rationales of modernism and liberalism. This article suggests novel futures for the justification and relevance of art education that move beyond those currently prevalent. Preferable futures are suggested that synthesise postmodern practice with liberal ideals in a paradox requiring creative consideration. While the difficulties of drawing upon such contradictory rationales are noted, a case is made that if such a purpose might be accepted and imbedded in art educational futures, then there may result a more relevant and sustainable future for art education in England.

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Section: The Reality Of the Nowmentioning

confidence: 99%

Liberal Ideals, Postmodern Practice: A Working Paradox for the Future of Secondary School Art Education in England?

Grant¹

2019

Int J Art Design Ed

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“…1 The problem with such justifications is that, regardless of their efficacy in convincing people that the arts are useful, they could as well pertain to other things or processes and, as a result, we are left with nothing that specifically justifies those products and activities called 'the arts'. Koopman (2005) states the problem succinctly:…”

Section: Justification and The Problem Of Defining 'Art'mentioning

confidence: 99%

Justifying the Arts: The Value of Illuminating Failures

Forrest

2010

Journal of Philosophy of Education

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This paper revisits how late 20th‐century attempts to account for conceptual and other difficult art‐work by defining the concept ‘art’ have failed to offer a useful strategy for educators seeking a non‐instrumental justification for teaching the arts. It is suggested that this theoretical ground is nonetheless instructive and provides useful background in searching for a viable approach to justification. It is claimed that, though definition may fail and grand theories not coalesce, one would be wise to emulate Passmore (1954, 1990) who argues for an aesthetic approach to works of art and who proceeds like the fox, from a specific work that becomes more complex through analysis. His approach is employed in describing a performance series by the Cellist of Sarajevo, which raises further questions regarding what it means to start from a specific art‐work and how doing so exemplifies Fleming's (2006) suggestion that in justifying the arts we connect them to our ethical lives. Passmore's strategy is then extended to the aesthetic experience of reading this essay and the paper concludes with the author's personal anecdote in response to Higgins' (2008) call for genuinely aesthetic defences of aesthetic education.

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“…Hardly any of the claims about the positive outcomes of music have been established by research (cf. Koopman, 1996; Koopman, forthcoming). Moreover, if positive results can be demonstrated, the problem of efficiency remains.…”

Section: Performativitymentioning

confidence: 99%

Music Education, Performativity and Aestheticization

Koopman

2005

Educational Philosophy and Theory

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This paper discusses the phenomena of performativity and aestheticization and their implications for education. The forces of performativity pose a threat to music and the other arts, even though some advocators try to justify music education by appealing to their alleged performative results. At first sight, aestheticization seems to accord much better with music education but closer analysis of this many-sided phenomenon also yields negative points: superficiality often reigns, overfeeding leads to anaesthesia, and the aesthetic itself is often controlled by economic performativity. Even so, it is argued, the prospects of music education may not be as sombre as postmodern philosophy suggests.

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Art as Fulfilment: on the Justification of Education in the Arts

Cited by 19 publications

References 11 publications

Liberal Ideals, Postmodern Practice: A Working Paradox for the Future of Secondary School Art Education in England?

Liberal Ideals, Postmodern Practice: A Working Paradox for the Future of Secondary School Art Education in England?

Justifying the Arts: The Value of Illuminating Failures

Music Education, Performativity and Aestheticization

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