This paper will focus on how museums of modern and contemporary art can support the interpretation of non-narrative art within the classroom. Through the understanding of contemporary critical theory it could be possible for art teachers to address many current issues with their pupils.
Often there is a lack of emphasis of contemporary analysis and critical art theory throughout the training of student teachers. Therefore, when teachers enter the art room frequently their practice is restricted to well-used traditional ideas. This results only in safe and predictable outcomes rather than artwork with a creative cutting edge.
Museums have traditionally run courses for teachers on how to use a museum visit to support pupils’ work but there seems to be a lack of opportunity for art teachers to develop their own understanding of contemporary art. Nevertheless, museums are in a unique position to provide a catalyst that could engage teachers in a critical art debate. Thus, allowing these practitioners to bring contemporary art issues into the classroom to support a reflective, creative and original production of art.
This study will theorise on how museums can help art teachers to develop a pedagogy based on the critical analysis of contemporary art practice.
|Keywords:||Art Pedagogy, Non-Narrative Art, Critical Debate, Contemporary Theory, Reflective Classroom Practice, Creative Analysis|
Senior Lecturer, Art and Design, School of Education, Birmingham City University, Birmingham, West Midlands, UK
There are currently no reviews of this product.Write a Review