Abstract

Working with Danto’s description of art as embodied meaning, this paper suggests understanding art in art education based upon its invisible qualities especially as a move away from overly fixating on art as a fixed product. In making such a move, the author hopes for an art educational space in which artistic process might inform what art making and learning might be. Working from the conceptualization of art as an open concept to the notion of art as embodied meaning, the paper explores a specific articulation of art that might maintain its processual openness thereby allowing art practice and art education informed by such processes to activate pedagogical fantasies between the futural and historical, making way for potential.

Keywords: Art education, a/r/tography, embodied meaning, aesthetics, art education research, Danto

How to Cite:

Morimoto, K., (2024) “Talking about Art: Art, embodied meaning, and education”, Marilyn Zurmuehlen Working Papers in Art Education 2024(1), 1-15. doi: https://doi.org/10.17077/2326-7070.33799