| Art is often seen in Western aesthetic philosophical thought as fulfilling two very distinct yet related functions: the search for self, and as a means of communication that brings people together in community. A communities of response model of art links these ideas and is developed in the thesis. Much as we use language, we create or make works of art in a process of self-actualization, interacting with others in presenting or responding to art in a community-building exercise. An anthropological study of art distinguishes these functions served by art in different societies and times by providing evidence that art is a selected behaviour evolutionally, and that it is a universal activity. Arts' relationship with culture, play, ritual and communication is explored in the thesis. Other means of defining art, such as procedural, historical and institutional approaches are analysed and rejected, although the communities of response model integrates aspects of all of these. The relationship between aesthetic response and art is examined, and the conclusion drawn is that aesthetic response is a vital component of many works of art, but is not a necessary component of art. The practice of art education is discussed and today's classrooms are found strongly to reflect a communities of response model that supports art making and students' responses to art. Today's fragmented curriculum is discussed, and the more integrated holistic approach to art education practised traditionally by primary teachers is advocated. |
