A Model for Art History Within Discipline -Based Art Education

Abstract

Art history is defined and subsequently described in terms of authentic practices. Characteristics of practice are investigated using a range of contemporary commentary. Case studies of five selected historians, Giorgio Vasari, Alois Riegl, Erwin Panofsky, Michael Baxandall and Svetlana Alpers, constitute illustrative data to vivify the model for educational applications of art historical practice. Disciplined education is interpreted as an artworld orientation to art historical learning, using the artworld categories and three kinds of knowledge which constitute the model. The inclusively descriptive matrix uses a series of propositional cells to engage these artworld and epistemological concepts and present a necessary and sufficient scheme for pedagogical action consistent with becoming generally educated.