Learning the Rules? An Anthropological Approach to Art Education Practices
Consider how art is learned. Are there rules of presentation and behavior that are learned as skills and techniques are acquired? As a preliminary anthropological study of art education, this paper examines the acquisition of knowledge through artistic forms. It takes a cross-cultural approach to co...
Gorde:
| Argitaratua izan da: | URI:https://journals.openedition.org/actesbranly, |
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| Egile nagusia: | |
| Formatua: | Article ou chapitre numérique |
| Hizkuntza: | Français |
| Argitaratua: |
Les actes de colloques du musée du quai Branly Jacques Chirac
2009
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| Sarrera elektronikoa: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Gaia: | Consider how art is learned. Are there rules of presentation and behavior that are learned as skills and techniques are acquired? As a preliminary anthropological study of art education, this paper examines the acquisition of knowledge through artistic forms. It takes a cross-cultural approach to contemporary art education that includes artists working with Chinese, Mohawk and Nigerian forms. On one level, education involves training in the skills necessary to handle materials and express concepts or emotions through form. On another level, art education has a broad socializing role that orients an artist to the conventions and social practices associated with a particular culture. In an international contemporary art world where artists from different cultures are often categorized as contemporary or traditional based upon their ability to innovate rather than maintain cultural forms, such an examination of the foundations of artistic knowledge is essential. Varied conceptions of avant-garde art have come to influence the education process. The increasing cross-cultural use of the term avant-garde is itself a reflection of the transformation of indigenous systems of art education. A combination of anthropological and art historical studies of art education can provide broad insight into the relative degree of continuity and transformation in education systems in a global context. Examination of these systems reveals the complex mixture of individual and cultural forms that constitute the contemporary global sphere of art production. |
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