The Changing Face of Australian Art Education: New Horizons or Sub-Colonial Politics?

Abstract

The development of Australian art education over the past one hundred years is traced through three main phases, the “hand-eye training period,” the “creativity period” and the “studio discipline period.” Influences for these developments are identified as coming from overseas, largely via Britain and Europe. It is proposed that, at present, a variety of factors, including economic, technological, and social, have precipitated favourable circumstances for productive development in visual arts education in Australia. Misconceived educational policies developed by the Federal Government, however, appear likely to negate the positive effects of these factors at a time when the potential for development of a self-determined tradition in Australian art education is at its greatest.