Abstract
Art criticism was introduced into art education to help students understand works of art. However, art interpretation methods differ according to the educational goals specified for various types of art students. The fine arts interpretation procedures established in education are usually purely theoretical and exclusively verbal, and are thus appropriate mostly for art theory students, whose educational goal is art theory competence. On the other hand, these methods are inadequate for fine arts students, whose educational goal is artistic competence. Namely, artistic competence cannot be achieved solely by means of theory and discussion, but must include practical, “hands-on” artistic experience. Proceeding from this recognition, this paper proposes a fine arts interpretation method that integrates an art theory approach with an artistic one and can thus help fine arts students attain their educational goal (i.e., artistic competence).
Highlights
My educational point of departure was the difference in critical inquiry activities that can motivate fine arts students and art theory students
I discovered that an appropriate educational activity of critical inquiry should first consider the educational goals of the specific types of students, and the method or procedure for the appropriate critical inquiry should be adapted to them
As a teacher of fine arts students, my primary concern was to provide them with a method of critical inquiry that would be in line with their basic educational goal, which is the development of artistic competence
Summary
As an educator working with fine arts students, I encountered an issue that can be summarized by this question: What are the differences between a method of critical inquiry in the fine arts (a fine arts interpretation) that can motivate fine arts students and one that can motivate art theory students?. In order to explore this issue I first offer some reflections on the nature of motivation and the problem of art interpretation or critical inquiry
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