International Journal of Education & the Arts

Volume 7 Review 2

April 26, 2006

The Rewards of Art Criticism in Art Education:
A Review Essay

Tracie E. Costantino
University of Georgia

Barrett, T. (2003). Interpreting art: Reflecting, wondering, and responding. NY: McGraw-Hill.
262 pages
$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

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 art.

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