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date: 06 April 2020

Abstract and Keywords

This article discusses the character of art and the centrality of art education to the curriculum. It argues against the claim that art is impervious to education. It explains that though inspiration is essential to art and inspiration cannot be taught, the assumption that art is entirely a product of inspiration is unfounded. In addition, sensory and emotional responses can be educated. It shows how a symbol-theoretic conception of art readily explains how art education is possible and why it is valuable.

Keywords: art education, curriculum, inspiration, sensory responses, emotional responses, symbolic-theoretic conception

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