What images should we study? Which have value? Which are significant? These questions lie at the heart of one of the most critical issues in art education today in the debate over whether the field should maintain a narrow focus on fine an or expand its scope to include all of visual culture. In this article, I argue for the inclusion of informational images in the content of art education. As examples of informational images, I focus on the pictures of science and natural history, which are visual forms not only integral to visual culture, but can be seen as opportunities for broadening and deepening our understanding of visual images, aesthetics, textuality and visuality.
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Julia Marshall (2004) studied this question.