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Abstract
It is a shame that teachers avoid dealing with the beliefs inherent with religious imagery since for a full millennium the history of Western art deals with little else, and in the past most of the art from many other world regions has dealt predominantly with religion. Avoiding religious imagery in the classroom means being highly selective. To embrace religious imagery means acknowledging religious expression as a major function of the visual arts as well as a major dimension of human societies.
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Notes on contributors
Paul Duncum
Paul Duncum is a Lecturer in Visual Arts Curriculum in the School of Early Childhood and Primary Education, Faculty of Education, University of Tasmania, Launceston, Tasmania, 7250, Australia. [email protected]