Critique of Several Approaches to Art Education with Emphasis on Deleuze’s Value Perspective

The purpose of this study is to critique the existing approaches to art education with an emphasis on Deleuze’s value perspective. The research method is critical analysis. There are various approaches to art education that, according to Deleuze’s approach, have been criticized, including the traditional approach, the production-oriented approach, the approach of receiving emotion and meaning, the approach of cultivating superior intellectual origins, the aesthetic knowledge approach, and the discipline art education approach. Based on Deleuze’s approach and his activist vision, there are criticisms of each of these approaches to art education. The results of the study indicate that Deleuze’s attitude is an intermediate and comprehensive approach to art education. Deleuze relates art education to moral virtues and offers a rhizomatic and transversal approach to art education. The results indicate that Deleuze’s value-oriented approach has important points for art education, such as changing the media role of art by relying on the transition from representation to representation and the transition from art as a conduit and transmission of facts to influence. It is investing and activism.