Abstract :
This article considers how primary teachers might
introduce children to critical studies, in the light
of an examination of recent developments in art
theory, to show how these can inform our
approach. It looks at the work of one teacher,
Caron Ementon, to show how this relates to
contemporary art theory. Thus, practice is contextualised
within theory and vice versa. Some
procedural principles are suggested which, in
responding to developments in art theory, can
provide an approach to critical enquiry that is
educationally enriching. This approach can enable
children to relate to the work of other artists in
ways that are appropriate to their own level of
development. It also lays the foundations for later
learning, in terms of procedural knowledge both
for interpreting art works, and, ultimately, for
understanding that theory itself. Furthermore, the
metacognitive dimension of critical enquiry,
implicit both in the theory and the concomitant
processes of learning described, opens up rich
possibilities for developing critical thinking.
