Systems of Control

     As I read about arts education during the period of time between Ancient Greece and the Renaissance, I began to recognize themes of activity that resemble contemporary issues in arts education. Primarily, how systems of control have dictated over time how available art education is to people. Aristotle observed “To make art is to know the dynamics of nature and the psychology of human affairs” (15). I believe the intent of that statement was to describe the attitude required to create convincing representations in art, but the statement also identifies art as a discipline encouraging those who practice it to study science and the behavior of others. Over the period covered during these chapters, art education evolved from an endeavor of self and environmental awareness practiced within the community to formal academies teaching students how to accurately copy the work of prior celebrated masters. The will of those in power will always challenge what information society is allowed formal access to. If I’m a representative of the Church, I will want to have a say in just how much science my patrons believe. If I’m a government official, particularly one fearful of loosing my power, I may not want subjects who question my behavior. It’s that darn critical thinking side effect art has that I believe will always doom it’s security in public education programs.