The Intellectualization of American Arts Education Policy

Abstract

A well-dressed art viewer (who appears to be affluent and highly educated) is observed gazing at several contemporary works in an art museum gallery. Out of this gentleman's view, in an adjacent gallery, a blue-collar worker enters carrying a new and attractive, but ordinary-looking door that he quickly but carefully places on the floor, leaning it against a wall near several artworks. The worker exits the gallery just as the art viewer enters it. With great concentration, the viewer contemplates all of the artworks he sees. His attention is immediately drawn to the door left behind by the workman. The viewer is intrigued by the door, which he obviously mistakes for a work of art. The door is studied intensively and at length by the viewer who seems to be searching for layers of meaning. That deep intellectual pursuit is interrupted abruptly, however, when the worker reenters the gallery, picks up the door, and carries it away. Evidently, the worker's job is to install the door elsewhere in the museum, no doubt where it will not be mistaken for a work of art. Had he been asked to comment on the art viewer's encounter with the door, the worker would surely have expressed some degree of puzzlement and criticism because—from the worker's viewpoint—anyone with even a small measure of common sense (something the “expert” art viewer apparently lacks) knows the difference between a door and a work of art, no matter how finely crafted the door may be.