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Defining and Structuring Art Criticism for Education

Tom Anderson
Studies in Art Education
Vol. 34, No. 4 (Summer, 1993), pp. 199-208
DOI: 10.2307/1320404
Stable URL: http://www.jstor.org/stable/1320404
Page Count: 10
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Defining and Structuring Art Criticism for Education
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Abstract

A definition of art criticism is proposed and defended which claims that art criticism can never be a value neutral activity. In this context the author examines reasons, or particular value orientations, for doing art criticism and proposes a method for criticizing art in an educational context.

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