Barrett, T. (2003). Interpreting art: Reflecting, wondering, and
responding. NY: McGraw-Hill.
$25.31 ISBN: 0-7674-1648-1
Citation: Costantino, T. E. (2006, April 26). The rewards of art criticism in
art education: A review essay. International Journal of Education & the Arts,
7(Review 2). Retrieved [date] from http://www.ijea.org/v7r2/.
In order to facilitate students’ meaning making with art there are several
models of art criticism developed for art education, such as Feldman’s model (1970),
the feminist model (e.g., Garber, 1990) and the structuralist educational model
(Anderson, 1993). In his book, Interpreting Art: Reflecting, Wondering, and Responding, Terry
Barrett does not so much put forth a model (he has done this elsewhere, see Barrett,
1997) as model for the reader the rewards, intellectual and emotional, of interpreting