Art Education and a Democratic Citizenry

Autor/in	Siegesmund, Richard
Titel	Art Education and a Democratic Citizenry
Quelle	In: International Journal of Art & Design Education, 32 (2013) 3, S.300-308 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/j.1476-8070.2013.12023.x
Schlagwörter	Art Education; Public Schools; Democracy; Citizenship Education; Aesthetic Education; Empathy; Play; Educational Theories; Case Studies + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Public school; Öffentliche Schule; Demokratie; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ästhetische Bildung; Empathie; Spiel; Educational theory; Theory of education; Bildungstheorie; Case study; Fallstudie; Case Study
Abstract	The first purpose of Art Education in public schools, articulated in the eighteenth century, was the ability to shape an imaginatively responsible, empathetic, democratic citizenry; this remains an aim for today, which is hard to achieve. This article explores the continuing tension between this original goal and other versions of Art Education, particularly Artistic Education, focusing on professional skills and techniques, and Aesthetic Education that focuses on appreciation of objects. After reviewing Friedrich Schiller's historic contribution to theorising aesthetics as empathy and as experienced through play, and Johan Pestalozzi's practical application in a first curriculum, the article demonstrates Schiller's influence on contemporary theorists Jacques Rancière and Gayatri Chakravorty Spivak who also insist that art must remain unproductive in order to defy cultural commodification. In their view, Art Education must be deviant to utility and retain an essential uselessness. A current case study demonstrates the difficulties in facilitating authentic democratic action within the utilitarian demands on today's schools. By developing wide-awakeness in students, spaces develop where silenced individuals might be heard. Art Education curricula should form the mindful habit of an informed citizenry that fashions an art of living by constructively re-imagining new possibilities of democratic community and empathetic understanding. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10