Abstract
This essay discusses theoretical difficulties facing the acceptance of art practice into Australian universities, in particular the resistance of research in art practice to regulation by evidence-based realism. Theoretical difficulties facing the educational representation of art are discussed as a set of philosophical constraints on art in education at all levels. It hypothesises how a system of constraints turns not on the pleading of special exemptions to the university order, or in committing art in education to an entirely new utopian ideal, but on a clearer understanding of the entailments in adopting a philosophical realism of art. The system of constraints foreshadowed in this essay underpins the strategic approach to Visual Arts in the curriculum of the New South Wales Board of Studies since 1994.
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Acknowledgments
This paper was presented at a discussion of the philosophy of curriculum in art education, at the Madison Community Center, Madison, Wisconsin, USA, June 1999.
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Brown, N.C.M. (2017). Constraints on Art in Education: Realism and Art Education. In: Studies in Philosophical Realism in Art, Design and Education. Landscapes: the Arts, Aesthetics, and Education, vol 20. Springer, Cham. https://doi.org/10.1007/978-3-319-42906-9_2
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DOI: https://doi.org/10.1007/978-3-319-42906-9_2
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