Drama and Theatre Education

Art and Education

After the one-year postgraduate program, I stayed in Britain and continued to do my research, for the purpose of acquiring more theories on art education and conducting art practice, enabling me to better understand the values underlying art and its relationship with education.

In the recent century, the very concept of art was challenged through the practice of, two significant artists, Marcel Duchamp and Joseph Beuys. The former took a lead to demolish the technical threshold of art in the artistic palace; the latter simply attempted to abolish the distinction between art and life and waved the flag of ‘everyone is an artist’, arguing that art does not need specific material results like exhibitions or performances and emphasising that what counts more is conversation about the world in which we all live.

In that context, then, art does not merely function as an object, nor take beautiful, sacred or abstract forms presented in galleries and museums for a handful of people to appreciate; art’s core value lies in being an accessible platform for people to engage with. It does not mean that everyone should be an artist or the people working in art industry. Dancing is not necessarily for becoming a dancer and drawing is not necessarily for becoming a professional painter either. Art creates various means for people to observe, experience and explore the world and to enrich their understanding of their life, just as Beuys said, “everyone is an artist”.

In terms of education, logic, dialectics, and some scientific principles are supposed to be mastered, yet these subjects are far from enough. In formal education, introspection and observation are often overlooked; these can be reconstructed through artistic education. Young children who are just learning about the world surrounding them are necessarily helped by an artistic approach. The role of teachers, in the mean time, needs to be reconsidered. Teachers need to break free from the stereotype of being top-down information in order to develop more creative pedagogical practices and welcome new academic possibilities.

Art, therefore, should not only serve as a discipline or a ‘game for the minority’, but also be more actively integrated into teaching activities and as a means to acquire and expand knowledge. Art should work as the basis of human life and education.


藝術存在至今已有三萬多年,而其發生最大的轉變卻是在這近一百年。這一百年裡有兩位重要的藝術家,一位是杜尚(Marcel Duchamp),另一位是博伊斯(Joseph Beuys),其中一個帶了個頭,將藝術的技術門檻從藝術“聖殿”中生生拆走,另一個幹脆直接試圖取消藝術與生活的區別,舉起“人人都是藝術家”的大旗,宣揚藝術並非需要有具體的物質結果進行展覽或演出,而強調人對社會生活的參與,與之產生直接的對話和聯繫更為重要。




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