POSITIONING ARTS IN THE CURRICULUM: POSSIBLE DISCREPANCIES AND WHAT THEY SIGNIFY
POSITIONING ARTS IN THE CURRICULUM: POSSIBLE DISCREPANCIES AND WHAT THEY SIGNIFY

Summary/Abstract: Discrepancies in the way arts are positioned and approached in mainstream curricula in Europe afford awareness over the great diversity of contextualized actions and the social, cultural and historical tenets informing arts‟ role and place in relation to school based learning and education. Diversity invites exploration and may allow a better understanding of what functions as a constraint and what as an affordance to the pedagogical reforms and epistemological repositioning almost every national system of education embarked on, in contemporary Europe. It is proposed here a critical reading of the documented approaches to arts in educational practice in contemporary Europe, framing four main false dichotomies: reason vs. emotions, theory vs. practice, general aptitudes vs. specific ones and individual competences vs. collective capacity building.

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