International Journal of Art & Design Education

Six Myths of National Curriculum Reforms in Art Education

Volume 14.2   1995



This paper will propose that national curriculum reform processes have, in general, been almost entirely driven by political motivations, to the extent that their overt promises represent far more myth than well founded educational benefit for students. I identify six of those myths. In doing so I suggest that the gap between myth and reality is sufficiently serious to severely compromise the very basis of liberal education, and that the conception of education promoted through national curriculum reform efforts is inappropriate as a context for the development of high quality art education programmes.