College of Graduate Studies: Theses & Dissertations

Term of Award

Spring 2026

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

College of Education

Committee Chair

Marla Morris

Committee Member 1

Ming Fang He

Committee Member 2

Robert Lake

Committee Member 3

William Schubert

Abstract

The concept of talent in art education is widely accepted yet rarely challenged or questioned. This essay critically examines the construction of artistic talent perceptions, the sociohistorical roots of the term itself, and the implications of what talent does for art education. This speculative essay problematizes talent as a persuasive force over art students and art teachers alike, criticizes the accessibility of art to the naïve and art enthusiast alike, as well as the consequences of talent constructs over the future of artistic instruction within public education. Utilizing an aesthetic framework, I explore what the role of talent in art class to devise what the intended purpose is versus how talent trivializes and negates meaningful artistic experiences for young artists. The topic of this discussion, I understand, warrants obvious disbelief, opposition, or perhaps vitriolic refusal. This speculation defies ingrained beliefs, theological dogmas, and personal constructs. Throughout this scholarly journey, I encourage deliberation on a talentless art education, how it may develop artists of all ability levels better than those blindly accepting talent, as well as various humanitarian and aesthetic benefits. I urge all, from art educators to artistic foreigners alike, to open their minds and consider this alternative perspective.

Research Data and Supplementary Material

No

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