Using Feminist Perspectives in Art Education Author(s): Elizabeth A. Ament

National Art Education Association
 Using Feminist Perspectives in Art Education
Author(s): Elizabeth A. Ament
Source: Art Education, Vol. 51, No. 5, Critical Lenses (Sep., 1998), pp. 56-61 Published by: National Art Education Association
Stable URL: https://www.jstor.org/stable/3193720
Accessed: 29-10-2018 14:14 UTC

Page 59 - "Discrimination against women in the arts has been widespread and consistent (Chadwick, 1990; Hein, 1990; Korsmeyer, 1993; Lauter, 1990; Nochlin, 1971). Until the middle of this century in Western culture, most women have been considered unable to create serious art and have been excluded from art studios except as subjects. Only women related to famous male artists have been able to have any degree of success as serious artists. Serious work by women has often been attributed to their male relatives. Traditional women's arts, such as quilting and weaving, have been considered less important forms of art. Some contemporary feminist theorists have repeatedly challenged prevailing beliefs and practises in the arts that exclude most women, a challenge that can also be used to question the exclusion of other groups of artists.