Problem Statement

This paper explores the theme of art education in schools. First, we provide an overview of how art education has been defined in the work of leading scholars (Dewey, 1995; Efland, 1943; Munari, 1977; Read, 1943; Stern, 2012). Despite the great variety of perspectives proposed by these authors, which prompt strong reflection on the ways in which art may be used in education, teachers generally engage in little discussion on the topic, tending to treat art as secondary to other disciplines.

Purpose of Study

To verify whether and how it might be possible to foster new processes of reflection and action in teachers and students, we began by examining the epistemological theories brought to bear on art education. To this end, we administered questionnaires to students of primary education on teaching practice. This yielded valuable insights into existing art education practices in schools. In parallel, we implemented two art education projects, a contemporary-art-based training programme for schoolteachers at all levels of education (involving 100 teachers over a three-year period) and an educational programme for lower secondary school students on the theme of design.

Methods

The research paradigms informing these art education projects were: Design-Based Research (Barab, Squire, 2004; Design-Based Research Collective, 2003) and Art-Based Research, (Sullivan, 2010), both of which are strongly qualitative approaches.

Conclusions

The research evidence collected clearly suggests that providing meaningful opportunities for teachers and students to enter in contact with museums and other players on the contemporary art scene, can have the additional outcome of enriching the potential of the art education offered in the school setting.