Journal of Aesthetic Education 45 (3):50-66 (2011)
|Abstract||Education and learning occur in various settings, some of which are more formally institutionalized than others. Even if it seems to have failed as a definition of art, awareness of art-world institutions has increased in the wake of George Dickie’s proposal that art enmeshes an artifact in a set of interlocking yet informally structured art-world systems, that is, “the art-world.”1 However, relatively little of that attention has fallen on the distinctively educative roles played by art-world institutions and those who act on their behalf. This oversight is sometimes addressed when the topic is the art museum,2 but very little has been said about parallel issues concerning music, the concert hall, and what Virgil ..|
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