Abstract :
Recognising that many art educators are increasingly
using the term visual culture, rather than art,
to describe their central concern, the author
examines why this development is taking place,
what visual culture might mean in the context of
art education, and how pedagogy might be
developed for visual culture. The paper draws on
attempts by both art educators to redefine their
field and others outside art education who are
attempting to define visual culture as an emerging
trans-disciplinary field in its own right.
