ABSTRACT
This chapter compares two interpretations of curriculum that have prevailed and shifted in nature over the past few decades. The first is curriculum-as-plan which is often understood to mean the curriculum-as-text. The second is curriculum-as-lived which is often referred to as currere, the Latin root word for curriculum. For much of the first half of the twentieth century, a creativity or self-expression paradigm dominated the art education field. Visual art as part of a holistic scholarly education in the Far East has been important since the time of Confucius. The work of art, representing the discipline of art, becomes the focus for all art learning activities. Students are taught how to view and talk about works of art as they analyze subject matter within philosophical, historical, and cultural contexts. Multiculturalism has evolved and social justice issues are increasingly being considered with art education.
