What we learn from a post modernist art curriculum for art education

Bick Har LAM

Research output: Contribution to conferencePapers


The paper focuses on the analysis of a curriculum plan of art practitioners in Hong Kong to generate perspective of how art education can be best serve the needs and interest of the current century. Different ideas of art education have made implications to art teaching in its content and delivery. Wolcott (1997) conceptualizes art teaching by referring to the evolvement of art in culture and history. The modernist school believed that art was the vehicle for subjective expression and, like the essentialist, valued that aesthetic quality that lies in art marking itself. More specifically the modernist school concentrated on the formal qualities of art and considered aesthetic experience as an end itself (Eaton, 1998; Fehr, 1994). This is where the traditional art education based to best cultivate the artistic literacy if a person. Alternatively, the post modernists art education is characterized by pluralism in style and expression. Art is considered as a means of discourse, contemplating politics, society, religion, or culture. Its content is critiques of both culture and society (Lloyd, 1997). The latter approach always creates ambiguity in implementation, and is not popular in Hong Kong schools. Based on the post modernist ideas, a curriculum plan is discussed and evaluated and a framework of developing a post modernist art curriculum is suggested with implications drawn to how the new idea is well suited to the globalized and information society of the twenty first century.
Original languageEnglish
Publication statusPublished - 2004


Lam, B. H. (2004, December). What we learn from a post modernist art curriculum for art education. Paper presented at the 2nd Asia-Pacific Art Education Conference 2004: Art, Education, Community, The Hong Kong Institute of Education, China.


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