Knowledge and Learning in Arts Education
Neglecting Theory and Practice
Bibliographic Data
| ID | 21340906 |
|---|---|
| Authors | Howard Cannatella (corresponding author) |
| Year | 2020 |
| Volume | 54 |
| Issue | 2 |
| Pages | 39-55 |
| Publication date | 2020-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Aesthetic Education (JOURNAL) |
| Journal identifiers | ISSN: 0021-8510 • E-ISSN: 1543-7809 |
| Publisher | University of Illinois Press (PUBLISHER • US) |
| DOI | 10.5406/jaesteduc.54.2.0039 |
| OpenAlex | W3016742490 |
| Language | EN |
| Citations received | 1 |
| References cited | 7 |
Gaining traction in the profession is the belief that the arts are not educational. The evidence for this comes from epistemological reports. Plato drew a similar conclusion but without the meta-analysis and evidence-based pedagogical research approach that we have today. Epistemological reports state that learning in the arts is ineffective. What is effective and ineffective in teaching is subject to causal proof methodological assessments. Current knowledge-based educational thinking has assessed arts education as uncertain. Presumably, facts about artworks, art practices, art theories, art history, and human experiences that morphologize how arts education is taught have necessarily and accurately been taken into account when determining the arts as unproven. To be examined forthwith are the knowledge capabilities of arts education and the epistemological difficulties we seem to have in evaluating them
Art · Arts in education · Epistemology · Higher education · Mathematics education · Pedagogy · Philosophy of education · Political science · Sociology · Subject (documents) · The arts · Visual arts · Visual arts education · Art Education and Development · Computer Science · Creativity in Education and Neuroscience · Diverse Music Education Insights · Philosophy · Psychology
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |