| Abstract: | Teaching art in a multicultural society requires teachers to develop an understanding of the nature of artistic knowledge with regard to the cultural backgrounds of all children, so that the validity of art relates to the ethnic structure of contemporary society and takes full account of its historical origins. This requires a sound basis for interpretation of other cultures so that children can see the interrelated connections between what they are shown and know, and how this is always contingent upon historical antecedents of society and societies. No longer can artistic traditions be isolated or prioritised in hierarchies that alienate or marginalise the cultural roots of those children who happen to come from ethnic minorities. Therefore, to better teach the requirements of the National Curriculum in Art, with particular regard to Attainment Target 2, teachers need to be aware of their responsibilities in interpreting the traditions of non-indigenous cultures. This paper draws on experience of teaching art in a largely homogenised minority of Scottish Gaeldom, where historical perceptions of what constituted its tradition were profoundly significant to the aims of educating its young. And where, the teacher happens to come from outside that tradition, the importance of understanding the formation and interpretation of traditions] is a paramount consideration in deciding what and how to teach art. This paper focuses on the central issues and draws upon relevant literature to support the case that art must be taught with commitment to the context and artistic future of a multicultural society. |
