Why We Make Art: And Why it is Taught

Governments around the world spend millions on art and cultural institutions, evidence of a basic human need for what the author refers to as “creating aesthetic significance.” Yet what function or purpose does art satisfy in today’s society? In this thorough and accessible text, Richard Hickman rejects the current vogue for social and cultural accounts of the nature of art-making in favor of a largely psychological approach aimed at addressing contemporary developmental issues in art education. Bringing to bear current ideas about evolutionary psychology, this second edition will be an important resource for anyone interested in arts education.

Table of Contents:
Acknowledgements Preface  Foreword by Antony Gormley Section One Art and art education Section Two Conversations and reflections – some ‘mini case-studies’  Section Three Issues in art and learning  Section Four Concluding chapter  Concluding remarks  Notes and references for Section Four Bibliography  Subject Index  Name Index  Appendixes

About the Author :
Richard Hickman is Reader at the University of Cambridge, Faculty of Education where he is course leader for PGCE Art & Design and Director of Studies for Art History for Homerton College. His teaching experience includes thirteen years as a teacher of art and design and as a lecturer in art and design education since 1985. Richard is author of Why We Make Art and Why it is Taught (Intellect, 2005), and Critical Studies in Art & Design Education (Intellect, 2005). He has had six solo exhibitions of his paintings and has exhibited in England, France, Singapore and Australia.

Review :
We should welcome and inwardly digest this excellent book that examines the necessity for art as a basic human need. Antony Gormley, artist, London Richard Hickman seamlessly brings together modern and postmodern perspectives in visual art and education and in so doing offers a truly engaging argument for why we make art and why it is taught. The strength of this book is in Hickman's ability to write lucidly (and entertainingly!) about a complex subject, blend theory and research, and maintain his unique voice throughout. Dr. Kristen Eglinton, Social scientist, New York Hickman's consideration of why we make art and why it is taught asserts his support for the creative potential inherent within art education. He doesn't resort to championing one canon over another, nor does he completely discount any research he has addressed. His open and honest considerations of topics addressed create a much-needed space for discussion within the realm of education. If more educators could gain this clarity of vision through imaginative consideration, our educative systems might one day reflect the imaginings of an artist. And to that end, we might embrace our innate curiosity and allow ourselves the opportunity to see our world differently and perhaps, with the artistry and imagination Hickman knows and seeks for all. Stephanie Baer, art educator, University of Nebraska, Lincoln Education Review, September 2008. Richard Hickman has described the complex workings in the art classroom with literary elegance. His sensitive and astute conceptualisation of the many factors which surround the success of the art education domain emanate from the empirical evidence of his research, his depth of knowledge as an artist and art educator and his experiences as a teacher and inspector within the British education system during the past three decades. Dr Susan Paterson, art educator, University of Tasmania IJADE 25.2 Why We Make Art and Why it is Taught has been a major influence in my career as an artist and an art educator. The depth of research that Dr. Hickman has undergone in the areas of creativity and self-esteem have impacted my way of thinking in a most positive manner. His ideas on our capacity to notice, understand and communicate visually, should be a part of every artist/educator's pedagogy. Julie Stanek, art educator Memphis, Tennessee This book deserves close attention by those artists, teachers and academics who identify themselves with art education not simply as a subject in the curriculum but as a way of understanding and engaging with a wider meaning in life. Professor John Baldacchino, Teachers' College Record