Art Criticism - The State University of New York
Art Criticism - The State University of New York
Art Criticism - The State University of New York
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Recasting the <strong>Art</strong> History Survey:<br />
Ethics and Truth in the Classroom Community<br />
Michael Schwartz<br />
"One <strong>of</strong> the greatest <strong>of</strong> these [non-democratic] restrictive<br />
mechanisms is the present-day school, because it does not<br />
develop people but channels them."l<br />
- Joseph Beuys,<br />
"Not Just a Few Are Called, But Everyone"<br />
Introduction<br />
Over the past decade or so there has been much talk about recasting<br />
the traditional art history survey.2 Most <strong>of</strong> the criticisms have been directed at<br />
course structure and content: the limits <strong>of</strong> formal and stylistic analysis; the<br />
dearth <strong>of</strong> social and political contextualization; the injustices <strong>of</strong> neocolonialist<br />
and patriarchal frameworks; the one-sidedly monumental approach to the historical<br />
past; the uncritical celebration <strong>of</strong> Modernism; and so on. 3 <strong>The</strong> great<br />
merit <strong>of</strong> the symposium panel organized by Susan Glasser is that it has finally<br />
opens up focused discussion about the scene <strong>of</strong> teaching.4 For even if we<br />
alter what We teach - changing the canon, shifting our analytic frameworks -<br />
this does not in itself effect how we organize classroom practice. Whether one<br />
expounds on open form in Rembrandt or sexual politics in Bonheur, the lecture<br />
format foregrounds and consecrates the teacher's institutional authority and<br />
singular claim to truth.<br />
This paper will address how we might facilitate a more genuine community<strong>of</strong><br />
autonomous thinkers in the art-historical classroom. Its argument is<br />
divided into five sections. <strong>The</strong> first is on the strategic importance <strong>of</strong> establishing<br />
sites <strong>of</strong> community in modernity. <strong>The</strong> second is on the heterogeneity <strong>of</strong><br />
classroom obligations. <strong>The</strong> third examines tensions between nurturing a<br />
communal ethic and speaking the truth <strong>of</strong> art. <strong>The</strong> fourth moves us towards<br />
inventing a classroom community, <strong>of</strong>fering a number <strong>of</strong> re-arrangements <strong>of</strong><br />
pedagogical practice so to facilitate student construction <strong>of</strong> course content.<br />
<strong>The</strong> fifth and longest, which complements and fills out the earlier sections <strong>of</strong><br />
the study, contends that the themes <strong>of</strong> the survey course should directly·<br />
engage issues at stake within our own visual culture so that art history can<br />
104<br />
<strong>Art</strong> <strong>Criticism</strong>