Art Education and the Moral Injunction to Be Oneself

Autor/in	Stabler, Albert
Titel	Art Education and the Moral Injunction to Be Oneself
Quelle	In: International Journal of Art & Design Education, 37 (2018) 3, S.377-386 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12133
Schlagwörter	Art Education; Moral Values; Foreign Countries; Artists; Moral Development; Educational History; Criticism; Critical Theory; High School Students; Teaching Methods; Personal Autonomy; Trauma; United States; United Kingdom + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Moral value; Ethischer Wert; Ausland; Artiste; Artist; Künstler; Künstlerin; Moralische Entwicklung; History of education; Bildungsgeschichte; Kritik; Kritische Theorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; USA; Großbritannien
Abstract	A primary function of schooling is to impart moral discipline, and art education distills this role to its core imperative of mandated pleasure, summarised by Jacques Lacan as the 'will to enjoy'. This manifests in the insistence that, despite producing similar outcomes, students come to recognise themselves as unique and creative. In the twentieth century, art education in the USA has developed methods for extracting supposedly intimate personal expressions from young people, albeit without demanding the technical versatility, historical knowledge and critical reflection required of mature artists -- the exception to this, despite its many flaws, being so-called Discipline-Based Art Education, or DBAE. In this article, I begin with reflections on the untapped potential of DBAE to relate to contemporary art practices. My ideas on moral instruction are expanded upon in the second section, when I undertake a 'backwards' history of British and American art education, in which the ideal of art class as a site of intrinsic and authentic meaning-making is challenged by the functional requirements of education. My last section takes up a critique of critical pedagogy, in which I use the example of a project my high school students did about Michael Jackson to challenge ways in which trauma and pleasure are seen by critical pedagogues as features of experience that conflict fatally with the educational ends of individualist autonomy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01