| This dissertation identifies, explicates, and clarifies a range of genres, or subject-matter focuses, of art history to assist art educators in considering and planning art history components of art curricula. Literature in the fields of art history and art education is analyzed to draw a Conceptual Map of Art History based on art historians' dialogues and to review art educators' explorations of this domain, specifically as reported from 1980 through 1996 in Art Education, the journal of the National Art Education Association. Philosophical inquiry is the principal research methodology used to identify alternative perspectives, clarify ideas, and stimulate reflective thinking regarding art history and art history education.;In mapping the art historical landscape, five zones of scholarship are identified and explored that alternatively focus on art maker, art object, context of creation, art audience, or have multiple focuses. Within these zones, nine specific regions of art historical studies, or genres of art history, are identified, investigated, and placed within the conceptual map: biographical art history and psych-based art history within the area that focuses on art maker; formalist art history and content-based art history within the area that focuses on art object; socio-cultural art history within the area that focuses on context of creation; response-based art history within the area that focuses on art audience; and artistic processes-based art history, feminist art history, and semiotics-based art history within the area that contains scholarship that has multiple focuses. The placement of "other" on the Conceptual Map of Art History indicates that the map is not a closed theoretical construct. This conceptual map is then used to guide an investigation of the journal, Art Education.;This study adds to the literature that makes the case that "art history" is not a monolithic concept. The conceptual map provides art educators with a tool for the critical analysis of art curriculum, teaching practices, and instructional resources regarding art history. The study clarifies a range of genres of art history, identifies art educators' considerations of these, and empowers teachers in their curriculum development efforts regarding art history education. |
