Abstract

This article examines for our understanding of the concepts of experiential and theoretical learning has evolved within the context of current Discipline-based Art Education (DBAE) theory and practice. It also explores how these two types of learning are related to each of the four DBAE disciplines, and it argues that each discipline is a locus for both types of learning experiences. Finally, the article proposes that excellence in aesthetic education can be achieved through educational practices that emphasize the interaction and theoretical learning both within and across the four art disciplines.