International Journal of Art & Design Education

Can Improvisation be taught?

Volume 24.3   2005



The aim of this paper is to reconsider the problem of relating theory to practice in art education by placing it within the largely ignored context of improvisation. In so doing it is hoped that some of the well-known ‘difficulties’ art practitioners have when confronted with the (usually mandatory) history and theory components of their programs of study might be better understood and, perhaps managed rather differently.