By Fletcher C.
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1998), Environmental education in the 21st century: Theory, practice, progress and promise. New York: Routledge. LEADING CREATIVITY: RESPONDING TO POLICY IN ART EDUCATION Kerry Freedman Northern Illinois University, USA Abstract International policy is having a heavy impact on creativity in art education. This impact has both positive and negative implications for the future of the professional field. In this paper I discuss some important dimensions of recent policy that are influencing art teaching and learning and some of the exciting ways in which art educators are responding to negative impacts of policy in order to benefit their students’ learning about the creative, the imaginative and the inspired.
Art education can help students understand this important aspect public life. What is Basic to Art Education? Responding to Policy In contrast to most countries in the world, the United States does not have a national curriculum. This is both our weakness and strength. It is our weakness because we have no consistent content, objectives or assessment goals for art education throughout the country. Consequently, the quality of art education is largely determined by individual states, districts and teachers, and as 43 44 | INTERNATIONAL DIALOGUES ABOUT VISUAL CULTURE, EDUCATION AND ART a result, will only be as good as each of their consciences.
Florida 2002; Venturelli 1998). But, why is it important to have strong art education? Creative social, political and economic growth cannot be sustained or valued without the solid foundation of a professional art education for producers as well as art education for citizens who will be influenced by the creative arts and the cultural experiences they enable. I raise this issue because international public policy is beginning to arrest the healthy growth of creative culture as educational policy and defeat teachers by establishing boundaries that limit the possibilities of student imagination.