A Comparative Study of Art History Education Paradigms in China and the United States

Abstract

Art education in China and the United States has both differences and similarities. Both systems distinguish between practice-oriented art creation education and theory-oriented art history and theory education. Previous studies have focused extensively on the practical aspects of art education in China and the United States, often overlooking comparative research on the models and practical approaches of art history education. This article conducts a comparative study of art history education in China and the United States, focusing on aspects such as curriculum design, training programs, faculty allocation, and teaching methods. Through this analysis, the study aims to derive meaningful academic insights, identify practical pathways, and propose reform strategies, thereby offering inspiration for addressing existing issues and improving art history education in both countries.