This book shows the continuing importance of art education. Art education attracts students who see multiple meanings and justifications for the worth of that education. Their engagement in art education is not limited to the uncertain prospects for jobs or routes into employment in the arts. Fürst and Nylander approach art education through a rich array of empirical examples derived from Swedish folk high school programs in music, visual arts, and creative writing. Based on an analytical framework of pragmatic sociology, the book allows the reader to understand the competences and critical capacities held by students and teachers. The book challenges the dominant public perception of art education and broadens our understanding of what it is good for. The Value of Art Education is essential reading for those defending the status of this vital sector of education, offering a deeper understanding of why people engage, what they gain, and the social importance of the arts.
Author(s): Henrik Fürst, Erik Nylander
Series: Sociology of the Arts
Publisher: Palgrave Macmillan
Year: 2023
Language: English
Pages: 193
City: Cham
Acknowledgements
Contents
About the Authors
List of Figures
List of Tables
Chapter 1: What Is the Worth of Art Education?
1.1 The Institutionalisation of Art Education and the Metamorphosis of the Folk High School
1.2 The Larger Landscape of Artistic Training
1.3 How the Worth of Art Education Is Studied
1.4 Outline of the Book
References
Chapter 2: What Is Daily Life Like? Institutional Characteristics of the Folk High School
2.1 Introduction: Depicting Daily Life at the Folk High School
2.2 Boarding School Students and Living Off the Grounds
2.3 Artistic Freedom and Enculturation
2.4 Mumbo Jumbo
2.5 Dark Stories
2.6 Conclusions
References
Chapter 3: Who Engages? The Social Dispositions of Students
3.1 Introduction: Who Engages?
3.2 Age and Gender
3.3 Parental Education
3.4 Country of Origin
3.5 Conclusions
References
Chapter 4: What Engages? Students’ Accounts of Art Education as Hothouse, Home, Happening, or Hospital
4.1 Introduction: Understanding Forms of Artistic Engagement
4.2 Four Modes of Engagement Within Art Education
Art Education as Hothouse
Art Education as Happening
Art Education as Home
Art Education as Hospital
4.3 Conclusions
References
Chapter 5: What Counts? Selection Tests as Gatekeeping
5.1 Introduction: Selection Tests as Gatekeeping
Test Formats in the Selection Processes of Art Education
5.2 Ordinary Art Education
The Primacy of Enthusiasm, Excitement, and Efficiency
Mitigating “Fragile Students”
5.3 Prestigious Art Education
The Primacy of Creativeness and Originality
Aesthetic Quality and Inclusiveness?
5.4 Conclusions
References
Chapter 6: What Happens in Class? Testing Students’ Engagements
6.1 Introduction: An Underdog Barks Back
6.2 Being Put to the Test
6.3 Learning to Let Go: Exploring Artistic Practices at a Visual Art Course
Doing Land Art
Presenting and Narrating Art
The Abstract Painting Exercise
Showcasing the Abstract Paintings
6.4 Vulnerability and Intimacy at a Creative Writing Course
Meeting in Small Groups
Getting Together in the Evening
Intimacy and Taboos: The Final Test
6.5 Conclusions
References
Chapter 7: How Are Teaching and Creating Art Combined? Worth and Vocational Dilemmas Among Teachers
7.1 Introduction: Vocational Identities and Boundaries
7.2 A Survey of Folk High School Teachers Within the Arts
7.3 Compartmentalisation
7.4 Synthesisation
7.5 Conclusions
References
Chapter 8: Is Art Education Worthwhile?
8.1 The Value of Art Education
8.2 Beyond and Beneath the Dominant Paradigm
References
Appendix: Methodology
Interviews
Statistics, Survey Data, and Ethnography
Limitations, Coding, and Anonymity
Index
