by Wolfgang Volz. ? 1976, Christo. M o ost students live near one or more public artworks. This means that most students have access to original art even if there is no museum or gallery nearby. In addition, these works carry shared meaning for many people in their own community. Thus, if public art is not part of the school curriculum, at least at the secondary level, a significant opportunity for learning about art is lost. This article offers an introductory framework for public art that supports an inquiry approach to instruction.
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Robert L. Russell (2004) studied this question.
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