Основни методологически алтернативи пред развитието на съвременното художествено образование според критическите модели на постмодерната теория
Principal Methodological Alternatives for the Development of Contemporary Art Education according to the Critical Models of Postmodern Theory

Summary/Abstract: The article deals with the impact of the two major tendencies in education during the second half of the 20th century on the specific character of art education. The first wave of reform was associated with the propagation of the scientific-normative model of discipline-oriented teaching after the 1960s, while the second manifested itself in the ever increasing influence, which the critical models of postmodern theory exerted on education in the 1990s and the early years of the 21st century. According to the author, the methodological alternatives facing art education today depend, on the one hand, on the contradictions between these two models of educational reform and, on the other hand, on the processes taking place in contemporary art and art theory themselves. Important new characteristics of the subject of visual arts in Bulgaria are pointed out, as they are embedded in the new official educational requirements and the new syllabus of instruction in the visual arts. The author also analyses individual elements of the reform launched in Bulgarian art education, and more particularly those interpreting the importance of the postulates of critical pedagogy and postmodern theory for the organization, objectives and content of contemporary art education.

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