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Governments around the world spend millions on art and cultural institutions, evidence of a basic human need for what the author refers to as 'creating aesthetic significance'. Yet what function or purpose does art satisfy in today’s society? In this thorough and accessible text, Richard Hickman rejects the current vogue for social and cultural accounts of the nature of art-making in favour of a largely psychological approach aimed at addressing contemporary developmental issues in art education. Bringing to bear current ideas about evolutionary psychology, this second edition will be an important resource for anyone interested in arts education.
'Hickman’s consideration of why we make art and why it is taught asserts his support for the creative potential inherent within art education. He doesn’t resort to championing one canon over another, nor does he completely discount any research he has addressed. His open and honest considerations of topics addressed create a much-needed space for discussion within the realm of education. If more educators could gain this clarity of vision through imaginative consideration, our educative systems might one day reflect the imaginings of an artist. And to that end, we might embrace our innate curiosity and allow ourselves the opportunity to see our world differently and perhaps, with the artistry and imagination Hickman knows and seeks for all.'