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ABSTRACT. In an era where cultural institutions are under increasing scrutiny to provide evidence of their legitimacy, the contemporary art academy must speak with a common voice to define its purpose and relevance. Academics, cultural commentators, art bureaucrats and even Ministers of the Crown speak passionately about the need for arts training to produce artists who will reflect an alternative reading of the culture we posit in this new millennium. We recognize that some economic measures are seen as drivers for cultural policy, but seldom do we consider the economic state of affairs in classical Greece, or the current account deficit in the Florentine Renaissance or even the balance of trade during the early twentieth century when Modernism was at its zenith. The great concertos, literature, theatre, opera, design, film, paintings, sculpture and many other strands of cultural production resist a single metric of monetary/economic value; societies who place good faith in “multiple knowledge outcomes,” acquired through arts training (both formal and informal) provide a more balanced scorecard when reviewing the status of an era. pp. 159–174

Keywords: multiple knowledge outcomes (MKO); arts training; creative arts standards; art academy

How to cite: Naylor, Stephen (2015), “The Art Academy: A Gateway to a Broader Concept of Creativity and Innovation,” Knowledge Cultures 3(3): 159–174

STEPHEN NAYLOR
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James Cook University, Singapore

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