UNESCO-NIE Centre for Arts Research in Education (CARE)

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Journal: 
Australian Art Education
Name(s) of Author/Editor(s): 
Neil Brown
Refereed: 
Yes
Volume No.: 
13
Issue No.: 
2
Page numbers of article: 
28-32
Year of publication: 
1989
Country of publication: 
Australia
Country of Research Data: 
Australia
Language: 
English
Abstract: 
Advantages claimed for visual literacy as a model for art education include the political advantage of aligning the visual arts with other respected inclusions in the curriculum such as literacy and numeracy. It also emphasises the general advantages for the art curriculum which accrue from a systematised aesthetic, in particular a structuralist belief in the representation and comprehension of art works. As a counter to these views, this paper points out difficulties with the basic structuralism underlying the notion of visual literacy. The paper bases its opposition to some accepted models of visual literacy on a deconstructive critique of semiotic systems and attempts to expose the rigidities inherent for art education in structural systems of explanation.
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