An Art Education Chronology: A Process of Selection and Interpretation

Abstract

An historical study allows examination of the past for the purposes of understanding the present and contemplating a course of action for the future. There is, however, no one history that is the past; rather, history is a collection of perspectives consisting of selections and interpretations. The purpose of this paper is to present a chronology of art education theories and programs as well as to examine the limitations, biases, choices, and interpretations inherent in this chronology and in historical research and reporting in general.

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Notes on contributors

Karen A. Hamblen

Karen A. Hamblen is Assistant Professor, Department of Art.