Fourteenth International Conference on the Arts in Society

Abstract

In its various forms and permutations, Art Appreciation is one of the most ubiquitous art courses for non-majors taught at post-secondary art schools and college art departments. From a historical perspective, there is a long-standing relationship between the subject of Art Appreciation and the mission of university and college art department (Jones, 1974). The process of familiarizing non-majors with the basic tenets of art has also been linked with the aesthetic tradition of Renaissance humanism that taught students to appreciate the beauty of ancient literature, drama, and architecture (Efland, 1990). In the context of today’s changing demographics and instructional technologies, the model of Art Appreciation faces new challenges and possibilities: from thematic approaches and electronic platforms, to multicultural paradigms and interdisciplinary methodologies. This paper discusses the transformational agenda and pedagogical considerations of a large Art Appreciation program that serves a variety of majors and fulfills the multicultural and creative core requirements of the university. The discussion examines the educators’ efforts to promote student engagement and active learning as the program embarks on a plan for a theme-based restructuring. The transformative vision of the new structure is seen as an effort to integrate the teaching of art into the dynamic interdisciplinary, global, and technological frameworks of the 21st century.