Abstract
In this discussion, I would like to address four issues in relationship to the Feldman (1981) method as well as to the larger concerns of art criticism implementation. I assume that a goal we have in common is to have art criticism be part of the curriculum. The problem needs to be looked at not just in terms of the Feldman method, although that can serve as a framework, but to the larger issues of art criticism instruction per se. There needs to be an assessment of what may be present or missing in literature on art criticism. The issues I 'd like to discuss are (1) the efficacy of the Feldman method, (2) relating art criticism instruction to individual differences , (3) contextualizing art criticism instruction, and (4) the need for instructional specificity.
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