Teaching Art in a Postmodern World: Theories, Teacher Reflections and Interpretive Frameworks
What is postmodern art and how does it impact on art teaching? For secondary art teachers the transition from modernist art education to postmodernist art education is a challenging journey. Modernism provided a rich source of inspiration for art teaching. Countless art teaching programs from the 1950s to the 1990s were based on the great western canon espousing individualism, creativity, self expression and formalist models of art criticism. However, postmodern theory directs attention away from the formalist properties of art works to the social conditions and structures which shape artistic values. Contemporary art works examine how societies construct power relations especially in respect of class, gender and culture and they often do this using devices such as irony, parody or shock. But are art teachers trained and ready to deal with such issues and how do they introduce them to students? The first section of this book examines the diff e rences between modernist and postmodernist art and art education. The issues are defined in nine key orientations which serve to guide art curriculum planning. In the next section of the book thirteen secondary art teachers from schools in Australia and England reflect on change in their own teaching. Each discusses how they introduce students to contemporary art practice and issues in their senior art classes. The final section of the book presents seven interpretive frameworks to guide students when exploring contemporary art. The interpretive frameworks lead students beyond use of modernist and formalist approaches to consideration of wider social issues when making and responding to art.
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MODERNIST AND POSTMODERNIST THEORIES
Aboriginal art aesthetic approaches to art areas art classes art classrooms art criticism art education art forms art history art practice art programs art rooms art teaching artworks Australian Avant garde boys Camberwell Grammar School challenge Cindy Sherman colour contemporary art context course cubism curriculum Damien Hirst deconstruction develop discussion drawing encourage example exhibition experience explore fauvism feminist focus formalist gallery GCSE gender Georgia O’Keeffe Howard Hodgkin ideas images individual interesting interpretive framework involved issues Jeff Koons learning look marginalised meaning modernist art modernist artists multi-media notion painting Patrick Herron Paula Rego photographs Postmodern art teachers Postmodern artists postmodern theorists postmodern world postmodernist produce realise recognise response role seen Sensation exhibition social style suggests syllabus talk teaching art theory things traditional understand values viewers visual art western art western canon