Abstract

It has been seen that teaching art education has taken different directions and multifaceted approaches. Many factors have played a direct or indirect role in shaping current trends in art education. It has an important role to play in the constructive transformation of educational systems that are struggling to meet the needs of learners in a rapidly changing world. However, this article argues that art education alone cannot resolve world challenges and problems. It assumes that good discipline of art education alone will never be good enough. It is enhanced by successful partnerships between related disciplines and strong relationships. As a result, art education today requires a comprehensive model to include all aspects of learners’ development such as the creative, cognitive, emotional, aesthetic, social and other related aspects of children, young people and life-long learners. This theoretical article attempts to provide a general historical review of the best-known models in art education in chronological order and to suggest a model for improving the quality of teaching art which is based on multidiscipline associated with art education.