International Journal of Art & Design Education

Who's Afraid of Signs and Significations? Defending Semiotics in the Secondary Art and Design Curriculum

Volume 18.1   1999



The postmodern art educator might consider a different alliance than that of definitions of excellence, one in which the key criterion is not quality, and its concomitant genius, but interest achieved in and through diversity: semiotics seeks out qualities of significance not significant quality. In this way the curriculum does not have to be based on hierarchical constructs of worth with their territorial claims and value oppositions but on motivated inquiry, a plural and critical approach to visual culture and its contexts including the pupils' own.