Author: Stinespring, John A.

Publication Year:

Media Type: Periodical (article)

Summary:

Abstract:

Theories and problems about postmodern art applications in art classrooms are addressed in this article. The author contends that postmodernism has important ideas about the reality of the contemporary art world, but if misunderstood or misapplied, it can cause serious distortion in the school art curriculum and raise serious questions about what can be taught in art classrooms in a public school setting.

The author claims there are some benefits to using a postmodern approach such as being open to a broader range of what can be an expression of a valid art form.  However, he also feels that little can be gained if a postmodernist approach is at the expense of good design and craftsmanship. The author gives a detailed description of six issues that reinforce his concern:

1. The acceptance of anything that is done in the name of art as equal in value to anything else proclaimed to be "art".
2. An inability to distinguish masterworks from any and all visual expressions most commonly emanating from popular culture.
3. The rejection of any broad-based standards of judgment about quality replaced by an all-inclusive acceptance of standards from any source.
4. The rejection of creativity or originality as personal contributions of individual artists.
5. The insistence that all artistic expressions make a statement about socio-economic and/or political matters while implying there is a correct position on those issues.
6. The insistence on accepting postmodern theories on the grounds that they support multiculturalism.

Such issues are important to consider because the concerns about postmodernism and its attendant appendages--multiculturalism, social theory, and value relativity--seem more urgent today. The author states:

At a time when these ideas dominate thinking in the contemporary art world, many art educators seem to believe that they should seize upon these currents as guiding principles for school art instruction. As a result, we can see pessimism among many contemporary art educators over losing the chance for serious art making. Accepting this trend would change art teaching into a kind of general citizenship education that can be taught by any regular teacher.

Arts & Intersections:

Categories: Arts Education