Primary School Teachers' Conceptions of Teaching Art Criticism

This paper begins by discussing the problem of preparing students to teach visual art when its terrain and boundaries are vague and when the debate about its nature as a cognitive/non-cognitive experience -one crucial to educators -has not been satisfactorily resolved. It goes on to explore the concern with establishing what constitutes "Art" and what does not, as evidenced in the range of questions posited by student teachers in visual art in a term essay. A distinction is drawn between the question "What is art?", which has to do with universal principles, and "Is this (specific object/artifact) art?" which not only makes implicit reference to the questioners lack of trust, but also characterises an evaluative stance. It is then argued that a preoccupation with evaluation, evident in a study of student teachers, at best inhibits, and at worst aborts aesthetic engagement. Suggestions are then offered on ways of moving student teachers -a great number of whom have not taken art after primary school -beyond an evaluative position to one of confidence and competence in their teaching of Art.

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Primary School Teachers' Conceptions of Teaching Art Criticism

Cited by 5 publications

References 13 publications

Prospective Teachers' Conceptions of the Knowledge Base for Teaching Chemistry at the German Gymnasium

Prospective Teachers' Conceptions of the Knowledge Base for Teaching Chemistry at the German Gymnasium

The Edupreneur Frontier: Creating a New System of Curriculum and Professional Development for Teachers

Regarding art and regarding future teachers regarding art

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