How do three public school art teachers in Texas use art criticism and discussion to teach contemporary art in the K-12 classroom

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2014-05

Authors

Garfield, Samantha Rebecca

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Abstract

I conducted a case study to observe three art classes at various campuses throughout Austin, Texas in order to observe how art criticism methods were used to guide classroom discussions about contemporary art. By engaging in art criticism in the classroom, an instructor can ultimately enrich the teaching and learning of art. They can also assist students in learning to subjectively evaluate images from their everyday lives, reinforcing the value placed on thoughtful description through art education. Learning how to turn an evaluation from a judgmental and careless acceptance or dismissal into a thoughtful analysis can suspend indifference and re-invigorate the potential educational aspect of time spent in the art classroom and expand the scope of learning outside the arena of art. The value of using contemporary art for these evaluations, as opposed to more traditionally recognized artists, enables the art lessons to become integrated into a social and cultural context and can integrate social studies, political science, and any number of other concentrations into arts education.

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