Abstract
This chapter explores this new area of art education and training in Australia. In doing so I argue that for the broader public, art education is currently closely connected to notions of making, identity, wellbeing, community, and even entrepreneurship. I will show how an increasing interest in small-scale, flexible, community, and maker-based short courses has arisen from those captivated by the current iteration of the maker movement. I will highlight the ways in which this phenomenon challenges much of the thinking established during the late 20th century about art education. The chapter begins by articulating the rise of the maker movement to provide context for the discussion that follows about art education and training. It then moves on to consider, challenge, and update some of the ideas Angela McRobbie (2016) put forward about universities becoming centre stage for training in relation to the creative industries. Through an outline of art education and training with a particular focus on the Australian context, I will highlight how in recent years there has been a shift in the ways in which this education is offered and its connection to the resurgence in making and entrepreneurship. The chapter interrogates this shift to offer insights about the future of art education within a new ecology of desire for making and creative endeavours.
Original language | English |
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Title of host publication | The Australian Art Field: Practices, Policies, Institutions |
Editors | Tony Bennett, Deborah Stevenson, Fred Myers, Tamara Winikoff |
Place of Publication | U.S. |
Publisher | Routledge |
Pages | 146-157 |
Number of pages | 12 |
ISBN (Electronic) | 9780429061479 |
ISBN (Print) | 9780367184414 |
DOIs | |
Publication status | Published - 2020 |
Keywords
- art
- education
- identity
- well-being
- community
- entrepreneurship