A Wittgensteinian Approach to Discerning the Meaning of Works of Art in the Practice of Critical and Contextual Studies in Secondary Art Education

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A Wittgensteinian Approach to Discerning the Meaning of Works of Art in the Practice of Critical and Contextual Studies in Secondary Art Education

Please use this identifier to cite or link to this item: http://hdl.handle.net/10036/41574

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Title: A Wittgensteinian Approach to Discerning the Meaning of Works of Art in the Practice of Critical and Contextual Studies in Secondary Art Education
Author: Cunliffe, Leslie
Citation: 40(1), pp.65-78
Publisher: University of Illinois Press
Journal: Journal of Aesthetic Education
Date Issued: 2006
URI: http://hdl.handle.net/10036/41574
Links: http://jae.press.uiuc.edu/40.1/cunliffe.html
Abstract: This article explores a Wittgensteinian approach for dealing with the meaning of works of art in the practice of critical and contextual studies in art education. The article is aimed at developing a methodology for eleven to nineteen year olds, known in the UK as the secondary phase of education, but the approach could be generalized to other educational phases.
Type: Article
Description: This is a postprint of an article whose final and definitive form has been published in the Journal of Aesthetic Education. Journal of Aesthetic Education is available online at http://www.press.uillinois.edu/journals/index.html
Keywords: Wittgensteinian approachart -- philosophysecondary art education
ISSN: 0021-8510


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