Postmodern Art Education

After reading Terry Barrett's Approaches to Postmodern Art-making Followed by Olivia Gude's Principles of Possibility: Considerations for a 21st-Century Art & Culture Curriculum I feel a bit overwhelmed to say the least. Berrett's article is very insightful as a clearly stated (and open ended) guide to understanding postmodern art principles as compared to those of the modernists. It is very helpful when considering the application of these principles or more importantly the understanding of why these postmodern approaches exist in the context of Gude's contemporary curriculum suggestions. These definitions and suggestions are all of good intent but what is difficult for me to wrap my head around is the actual application and the repercussions. Perhaps it is hard for me to contemplate because I was formally trained around mostly modernist principles throughout my public school experience. The only education toward the practice of what Gude discusses such as expressiveness and post modern concept development that I have experienced were either outside of school (during study at private art institutions) or at SUNY New Paltz. Even at New Paltz there is a dependency on formal and technical training in spite of the art department's incessant desire for creativity, concept, and expression.

Not to get off on too much of a tangent but isn't it silly for colleges and universities to demand deep concept development and expressiveness for the entry level student when the average high school graduate is still taught mostly modernist methods. I understand the goal is progression and we are dependent upon new teachers to bring this about but clearly it is a slow change. Then again Art is and has been a competitive field (or is it?) so I suppose if a college freshman doesn't come with those post-modern/contemporary skills he/she is not ahead of the game.

I guess the standards could use an update because I think, based on Gude's article, they are a significant form of enforcement for curriculum development. I'm not saying that the teachers cannot create a more contemporary curriculum with the present standards. If they were updated perhaps more principles would enforce a more contemporary art education practice and the current in-service teachers would have no choice but to promote more critical thought based lessons, a more rich, and meaningful learning experience.

It is such a tricky concept to deal with, develop, and enforce. How do new teachers make everyone (The parents, students, and supervisors) happy while attempting to take such new approaches to art education?

It all needs advocacy.

Arts in Education on Prezi