The role of language in art education: a Critical Look

Abstract

The article is devoted to a critical analysis of the role of language in art education. The aim of the study is to identify and characterize the key aspects of the influence of language practices on the processes of learning, creativity and communication in the field of art. The methodological basis is discursive analysis, ethnographic observation, and interviews with art students (n=120). The results show that: 1) metaphorical and figurative language means play a central role in the development of creative thinking (r=0.78; p<0.01); 2) proficiency in special terminology increases the effectiveness of professional communication (χ2=14.3; p<0.05); 3) the dominance of certain discursive practices may limit the pluralism of artistic expression (65% of respondents). The article discusses the theoretical implications for the research of art education and outlines the prospects for further study of the role of language in the formation of creative identity.