Abstract:
Art education in many Arab communities is experiencing serious challenges and obstacles. These challenges are not limited to the process of education, but extend to other areas. In many cases, policies, gender, economy, and traditions could be barriers against art education
Art education in many Arab communities is not a major concern for policies makers. They consider art as complementary subject, not as an essential component in communities development. Moreover, many communities consider that practicing certain art forms is against their traditions. As a resultant of this communally inherited vision, a considerable number of people refrain from learning and practicing art, appreciating art and artists become blurred and in declining of aesthetic values in communities.
Some educational institutions and community developers in art sector are trying to fill the gap. They believe that community education is one essential tool to develop communities. However, these community education classes likewise face many challenges.
The current paper will express the researcher's experiences as a community educator and academic professor in both governmental institutions and community education establishments. The paper focuses on role of formal and informal institutions in developing art community education. In order to deepen our understanding on the current crises in art education in Arab communities the paper will discuss in depth the role of policy and decision makers, and communal and cultural influences on art educational process.
The present paper follows descriptive methodology for two case studies, Egypt and Qatar, which were selected on base of researcher's experience, each case illustrates unique conditions to be discussed. The paper investigates experiences of art practitioners and experts in art education field, then an analytical approach follows in order to develop the final conclusion and recommendations.
