Art in Education

1. Front Matter

   Pages i-13

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2. Interpretation and Practice

   1. Semiotics and Hermeneutics

      Pages 17-46

   2. Semiotics, Hermeneutics and Observational Drawings

      Pages 47-56

   3. The Semiotics of Children’s Drawing Practices

      Pages 57-78

   4. Experience and the Hermeneutics and Semiotics of Visuality

      Pages 79-85

3. Identity and Practice

   1. The Construction of Identity

      Pages 95-112

   2. Identity and Psychoanalysis

      Pages 113-136

   3. The Field of Art in Education

      Pages 137-156

4. Difference and Practice

   1. Experience, Difference and Practice

      Pages 163-184

   2. Experience and Practice: Theorising New Identifications

      Pages 185-196

5. Back Matter

   Pages 197-206

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MEMORY SEED My introduction to teaching art began in September 1971 when I took up a post as art teacher in a secondary school in the West Riding of Yorkshire. Apart from my desire to survive and establish myself amongst students and staff I remember holding firm ideas about what I should be teaching. In relation to drawing and painting I had clear expectations concerning practice and representation. Students’ art work which did not correspond to these I rather naively) considered as weak and in need of correction. I assumed wrongly that when students were making paintings and drawings from observation of objects, people or landscape, they should be aiming to develop specific representational skills associated with the idea of ‘rendering’ a reasonable likeness. I was reasonably familiar with the development of Western art and different forms of visual representation and expression and I knew, for example, that the projection system perspective is only one and not the correct rep- sentational system for mapping objects and their spatial relations as viewed from a particular point into corresponding relations in a painting or drawing. Nevertheless I still employed this mode of projection as an expectation or a criterion of judgement when teaching my students.

• children
• curriculum
• education
• learning
• learning and instruction

• Department of Educational Studies, Goldmiths University of London, UK

  Dennis Atkinson

Policies and ethics