Postmodernism in Art Education: Content for Life

The Other side of the easel: questioning art education through a postcolonial frame

“…Marder Khami 2003;Smith 2003), postmodern art educators agree that critical approaches should become of much greater concern for contemporary art education (e.g. Atkinson 1995;Clark 1997Clark , 1998Duncum 1990aDuncum , 1990bDuncum , 1996Duncum , 2001Freedman 1997Freedman , 1998Geahigan 1998;Milbrandt 1998;Venable 1998;Wolcott 1996). My annual intake of Australian pre-service teachers are testimony to the continuing pervasiveness of flawed pedagogy, in that the majority feel disempowered in art contexts.…”

A vizuális kommunikáció képességcsoportjának értelmezése és fejlődése 10−12 éves korban

“…Napjainkban a Vizuális kultúra a legelterjedtebb rajzpedagógiai irányzat. A vizuális nevelés leggyakoribb módszerei a posztmodern vizuális nevelési modell (Milbrandt, 1998), az integratív esztétikai nevelés (Kárpáti és Gaul, 1998), valamint a multikulturális művé-szetpedagógia. Az aktuális kerettantervben a vizuális kommunikáció a vizuális kultúrán belül külön területként jelenik meg, bár az első két iskolai évben háttérbe szorul.…”

Preventing Art Education from Becoming “a Handmaiden to the Social Studies”

“…Instead, she advised, art education theory should give "way to more interest in listening to previously ignored voices, to the stories of women and other 'minorities"' (4). Milbrandt (1998) asserted that what is needed is "authentic instruction" defined as disti ng u i s hing between "achievement that is significant and meaningful and that which is trivial and useless" (48). She made it clear that she believed that a postmodern approach to curriculum "enhances authentic instruction , .…”