Art education
Art education as a field of study is generally enable them to convey artistic processes in various areas of society, such as the general-education schools or in the offer range of museums, children's, youth and adult education or educational programs of various institutions or establish themselves.
General
The Art Education / Art Education is not only about visual skills but a broader concept of art education. Practices are then adapted from the contemporary art and renegotiated. Art education is itself artistic practice: they involved the audience, making it actors or even opponents. In this sense, a contemporary art education as well as limits exceed the contemporary art. The locations of the Art Education / Art Education are as diverse as the visual arts, and often locates in school or extracurricular institutions. Collaborations and the work between artists and institutions are common form of mediation work. Here, new forms of art education / art education are always tested and subject to social change and their needs and trends in the visual arts alike.
The Art Education deals specifically with the visual arts, architecture, new media and design, as well as the aesthetic and scientific reflection of artistic works and their history. The art education, it goes as well as art education to cultural education and access to works of art and is in parts of Aesthetic Education. "The hope is that will show over time how complex and varied would be the creation of an art education map how different the education and art references, as is often the localizations and the theoretical frames of reference are " ( Gert Selle ).
There are several art education trends, especially: a) the image orientation, b ) the artistic formation and c) the Aesthetic Research and Biography orientation. The currents are varied in contemporary art education, because there always is a procedural matter of course.
On the relationship between art and pedagogy
In art education art and pedagogy occur in a close relationship. They are each complex and diverse disciplines, which are sometimes even in a contradictory relationship. The basic difficulty in the relationship between art and pedagogy is that art is almost legal and unlimited. Art needs and wants are sometimes not well understood and often acts on emotional, or holistic way. Education, however, has a rational claim.
Gunter Otto developed a didactic approach to aesthetic education, which affirms the teachability of art and calls in the context of general education as a key qualification in the 1970s. This leg hold both for the process of practical image production and interpretation of his works through their own experiences and their own understanding of images, on the other hand, the observation and interpretation of the works of others. Gert Selle disagreed with this approach and was of the opinion that especially contemporary art is not interpretable, what art education, however, attach great importance; rather individual experiences in the aesthetic process of approaching art had to make without being directed by a teacher.
Since this dispute between Otto and Selle in the 1980s in art education discourse lot done. Representatives of the image orientation rely in large part on the understanding -oriented art education Otto, within the biography orientation or arts education is to be observed that an attempt is made here to integrate together the two opposing positions and Otto Selles. In addition, there are various approaches to research at the Universities of contemporary art education and art education, the Gunter Otto and Gert Selle overtake long (eg University of the Arts Berlin or ZhdK Zurich ).