Abstract
Image orientation, art education, biography orientation or aesthetic researches which of the concepts are effective and useful in school contexts? Didactic discourses do not need an ideology of art, but the empirical evaluation and further development of these models in practice. In my opinion, the effects of such different concepts should not only be maintained but mainly detected – parallel to other important empirical sciences such as brain research or communication psychology. This step of action is needed to internally optimize the concepts, but also to make them practicable externally. At the present time, evaluation research is expected and required when the subject of art is to be taken seriously in an interdisciplinary discourse (Burn 2003). Apart from some empirical studies, art education, however, ist still far from this dimension of research.
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