Developing Art Critical Agency in an Undergraduate Art Education Writing Course: A Case Study

Abstract

Copyright  All Rights Reserved problems. They include retention of the once-a-week time allotment for art education, art teachers' lack of confidence in administrative support for nontraditional disciplines, and school community preference for art production (Davis, 1990; Mims & Lankford, 1994). Teacher education research has inferred inadequate preparation as a reason for slow art criticism incorporation (Bullock & Galbraith, 1992; May, 1993; Zimmerman, 1994). Survey results revealed that art criticism exists in some higher education programs as an aspect of art history rather than a distinct cognate focus. In other cases, it was neither a required nor an elective course for preservice or inservice teachers. These widely conducted studies' outcomes suggested values within school and academic communities may inhibit art criticism's development as a core concept.