Redcoatism and Coonskinism revisited as research in art education

Abstract

Rosenberg (1965) has warned that we should maintain familiarity with the phenomenological elements of our field, avoid developing fixed styles that become new schools, and continue to extend and transform the ideas that seem to have led to success. Revisiting Redcoatism and Coonskinism as research in art education attempts to be a balanced approach through metaphor and image for reviewing the traditional and the new, and for drawing attention to several basic research developments. In keeping with practices in education research reporting, the allusions seem justified as a means of provoking thoughts about several complex dimensions of research and scholarship activities.

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Notes on contributors

James U. Gray

James U. Gray is associate professor, Visual and Performing Arts in Education, The University of British Columbia, Vancouver, B.C.