By M. Ross
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Extra resources for The Aesthetic Imperative. Relevance and Responsibility in Arts Education
1 Having talked about the person whose productions are being assessed in this way, we now come onto the person making the assessments - the assessor. There are a number of problems here. To begin with, we have to ask, what is the status of his authority as an ass-r essor? Is one, for example, going to or obliged to take any notice of views of the Mrs. Grundys of this world on arts and works of art? Who think that the sentiment "I know what I like, and what I like is that blue-faced girl that hangs over my fireplace" counts as a valid aesthetic judgement?
A Consultative Cmnd 6869. , (1979). Local Authority Arrangements for the School Curriculum. DES Review Circular 14/77. O. , (1967). The Hidden Order of Art - A Study in the Psychology of Artistic Imagination. Weidenfeld and Nicholson. , (1978). "On the uses of educational connoisseurship and criticism for evaluating classroom life" in Teachers College Record, 78/3, pp 345-358 Elton, W. , (1954). Blackwell. Aesthetics and Language. , "Essentially Contested Concepts" in Proceedings of the Aristotelian Society, 1955-56.
Some knowledge of the relevant literature of the dance, art, sculpture and music is clearly important in forming and applying our judgments. As an example, let us look at the judgments we make of Dutch paintings of the 16th - 17th century, for instance. Here seems to be an area of the activity of making artistic appraisals, in which not only must we be able to speak some of the language; we must also, I think, know some of the literature (cf Oakeshott, 1962; 1966). As a fourth principle, I should like to suggest that there is a crucial need for clarity about the judgmental nature of our assessment in the arts.