Herbert’s Love (III)

Crossan, Greg

doi:10.1080/00144940.1978.11483313

Cited by 3 publications

(1 citation statement)

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“…• difference and ways of knowing and the philosophy of mind • difference and plural or little narratives of our origins and background cultural processes • difference and the role of art and of the artist in challenging or conserving cultural and artistic norms • difference in learning styles and variety of motor controlrelated to media and techniques for making art • difference and identity: gender, race, class • difference in the mutual way procedural and declarative knowledge contribute to understanding art lovely home, myth assures us; but, whispers parable, you are right above an earthquake fault [6].' The idea of difference in postmodern thought acts like parable to subvert meta-narratives by showing alternatives.…”

Section: Figurementioning

confidence: 99%

Connectivity for Showing and Saying Across Differences in Art Education

Cunliffe

2003

Int J Art Design Ed

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Doubting and non-doubting behaviour. There is the first only if there is the second [1].It is much more important to believe in the possibility of solution than ever to find one in actuality. The gain, or advantage of myth, and its basic function, is to establish that possibility itself [2]. JADE 22.3 ©NSEAD 2003This paper attempts to redress the current preoccupation with the idea of difference for structuring art curricula by reclaiming connectivity for realising value and strategic intelligence in art. In doing so, it makes use of the diverse role narrative plays in culture to establish a rationale for future art curricula, so that myth and mythic artistic methods that reconcile us to the world are given priority over the more recent preference for art to be subversive, like parable. This more complex analysis of the way story informs cultural activity is used to contrast with Efland, Freedman and Stuhr's oversimplified use of narrative that neglects the importance of myth and its equivalent in procedural knowledge for understanding and making durable art. An alternative approach to structuring the art curriculum is mapped out that gives priority to connectivity (myth) over difference (parable) by drawing on meta-narratives over-looked in postmodern thought. AbstractJADE 22.3

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Section: Figurementioning

confidence: 99%