Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Art as the Handmaiden of Cultural Understanding

Art as the Handmaiden of Cultural Understanding Essay Review ARTS EDUCATION BEYOND ART: TEACHING ART IN TIMES OF CHANGE, edited by Barend van Heusden and Pascal Gielen. Amsterdam: Valiz, 2015. 192 pp. $26.98, pb. The title of this (European) collection of essays reflects the confusing com- plexity of the issues at stake. “Arts,” “Beyond Art,” and “Art”: what “art” are we talking about? In the introductory chapter, the editors follow, among others, the analyses of Arthur Danto and Pierre Bourdieu, concluding that “art,” as a series of canonical art works that reflect and legitimize the taste of an elite and defines the content of arts education, has come to an end. More specifically, the focus should change from the qualities of works of art to the processes of imaginative consciousness and to other cognitive pro- cesses that give form to the “artistic” as a dimension of life. In his conclud- ing essay, Barend van Heusden gives the most elaborate answer to these observations. He introduces a new framework for arts education, based on his theory of “culture as cognition.” Van Heusden discriminates four types of cognitive processes (also named by him “cultural strategies”): perception, imagination, conceptualization, and analysis. In (human) evolution, these four types of processes http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Aesthetic Education University of Illinois Press

Art as the Handmaiden of Cultural Understanding

Loading next page...
 
/lp/university-of-illinois-press/art-as-the-handmaiden-of-cultural-understanding-rdVttia0AL
Publisher
University of Illinois Press
Copyright
Copyright © 2008 Board of Trustees of the University of Illinois.
ISSN
1543-7809

Abstract

Essay Review ARTS EDUCATION BEYOND ART: TEACHING ART IN TIMES OF CHANGE, edited by Barend van Heusden and Pascal Gielen. Amsterdam: Valiz, 2015. 192 pp. $26.98, pb. The title of this (European) collection of essays reflects the confusing com- plexity of the issues at stake. “Arts,” “Beyond Art,” and “Art”: what “art” are we talking about? In the introductory chapter, the editors follow, among others, the analyses of Arthur Danto and Pierre Bourdieu, concluding that “art,” as a series of canonical art works that reflect and legitimize the taste of an elite and defines the content of arts education, has come to an end. More specifically, the focus should change from the qualities of works of art to the processes of imaginative consciousness and to other cognitive pro- cesses that give form to the “artistic” as a dimension of life. In his conclud- ing essay, Barend van Heusden gives the most elaborate answer to these observations. He introduces a new framework for arts education, based on his theory of “culture as cognition.” Van Heusden discriminates four types of cognitive processes (also named by him “cultural strategies”): perception, imagination, conceptualization, and analysis. In (human) evolution, these four types of processes

Journal

The Journal of Aesthetic EducationUniversity of Illinois Press

Published: Nov 28, 2017

There are no references for this article.