A Wittgensteinian Approach to Discerning the Meaning of Works of Art in the Practice of Critical and Contextual Studies in Secondary Art Education
University of Exeter
Journal of Aesthetic Education
University of Illinois Press
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.
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