Art Education and Its Problems in Global Context

The history of art education in children and schools in Indonesia is characterized by changes and shifts in concepts (theories) and practices. Education of children at an early age, is actually not much of an issue. There is a slow shift towards art education with a more cognitive approach occurring under the influence of Reggio Emilia and socio-cultural theory of Vygotsky. However, progressive education and psycho-analytical theories and philosophies are still practiced and dominate the curriculum of early childhood art with an inherent dichotomy where on one hand still emphasizes processes rather than products, academic versus non-academic, integration of art separation, free versus play Adult direction, and playing versus work (Wright, 1991; Ritchie, 1999; Gunn, 2000). This ranking of art learning in Europe is inseparable from the issues of (1) different levels of decision-makers of the curriculum (central, local, local, school) Europe and the United States, (2) the purpose of art education (there are 14 destinations in Europe) and there are several options in Indonesia, (3) art curriculum organization (integrated or separate, integrated or not, Compulsory Art Subject or Optional) in Europe, Asia, and Indonesia, (4) The allocation of art teaching time is equally problematic globally because of the exclusion of art education, (5) it also results in teacher preparation, teacher quality, provision of teaching facilities, and evaluation systems. There are actually many myths, misconceptions, problems and issues in art education. But of all the issues and myths in art, the most important is the creativity in art, which needs to be developed in art education.