Abstract
There is an assumption within art education that the use of professional artists as role models is appropriate for students learning about art-making in the art classroom. Little attention has been given to determining whether or not such individuals can effectively and appropriately serve in this educational capacity. In order to raise questions about that assumption, this article examines a biography of one professional artist and reviews recent research on the psychological and social circumstances that facilitate professional art-making. Other research is reviewed that suggests the creation of those circumstances in the classroom where student art-making takes place is complicated and perhaps cannot be accomplished in a meaningful way.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
