Abstract
The purpose of this article is to give a succinct historical analysis of the visual culture art education movement, thus updating art education’s history. This article looks at art education history through two broad perspectives – sociocultural and sociopolitical – for the purpose of gaining new insight into why this type of curriculum developed. Through this analysis six themes emerged in visual culture art education literature, supported by the writings of the leading visual culture art education scholars Paul Duncum, Kerry Freedman and Kevin Tavin.
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