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Full-Text Articles in Education
The Promises Of Art Appreciation: The Foundations Of Aesthetic Education, Charles R. Jansen
The Promises Of Art Appreciation: The Foundations Of Aesthetic Education, Charles R. Jansen
Journal of Social Theory in Art Education
A history of appreciation could quickly multiply into a collection of histories, some tracing theories of appreciation as a phenomenon of mind and some tracing appreciation as a pedagogical subject or goal. In order to limit the directions a history of appreciation could take, this paper assumes that art appreciation in pedagogy encompasses and reflects various theories of art appreciation as a process of mind and thus focuses on the institutionalization of art appreciation.
Art Education In The Time Of Aids, Peter Schellin
Art Education In The Time Of Aids, Peter Schellin
Journal of Social Theory in Art Education
The health crisis which in recent years has depleted the ranks of the art community, has not received much formal notice in art education journals. A continuing stigma remains attached to AIDS due to its appearance among gay men and IV drug users. Many people pretend it is not there. My own life has become consumed by it, due to the illness of many, many friends and associates. For nearly two years, because of the enormity of the crisis combined with relatively little action on state and federal levels and the mounting grief and loss in my own life, I …
Aesthetic Socialization And The Young Child, Sally Hagaman
Aesthetic Socialization And The Young Child, Sally Hagaman
Journal of Social Theory in Art Education
An examination of the process of aesthetic socialization at the preschool level reveals communication, through direct and indirect teacher behaviors and classroom environment, of "taken for granted" aesthetic assumptions. Examples, such as the use of naturalism or realism as the major criterion for judging art and reinforcement of social skills like diligence and neatness through art activities, are examined in light of educationist and teacher contexts. Implications include the need for examination of aesthetic assumptions and their transmission by art educators who work with young children, train teachers, and/or plan art curricula.
Social Factors In Nineteenth Century Art Education: A Comparison Between Nova Scotia’S Public And Private Schools, Donald Soucy
Social Factors In Nineteenth Century Art Education: A Comparison Between Nova Scotia’S Public And Private Schools, Donald Soucy
Journal of Social Theory in Art Education
The social context of 19th century art education in Nova Scotia is explored, with comparisons made between the art curricula found in the Province's public and private schools. The social context of art education in Nova Scotia is also compared to Efland's (1985) interpretation of art education in 19th century Boston. It is shown how social factors affected not only access to education but also the type of art education a student received.
Various Applications Of The Feldman Method, Jack Hobbs
Various Applications Of The Feldman Method, Jack Hobbs
Journal of Social Theory in Art Education
The way I see the Feldman Method is as a teaching technique and not as a research tool. The reason I even mention this is that apparently others use it as a research tool. I suppose it could be used that way, but I don't see it that way. I certainly agree, however, that art educators need to do a great deal of homework concerning society, sociology, and art history, especially those art educators who subscribe to the viewpoints of the Caucus - -I imagine many of you in here are sympathetic to the Caucus . We're certainly obligated to …
Thought On Social Contextualism In Art And Art Education, Tom Anderson
Thought On Social Contextualism In Art And Art Education, Tom Anderson
Journal of Social Theory in Art Education
Art as a manifestation and reflect ion of culture has been clearly established. Discussions of various depth on the subject are available in many general art education texts. However, the concept of art as a reflection of culture may take many forms and thus has the potential for ambiguity. Culture, as defined by the social sciences, is the complex of knowledge, beliefs, mores, customs, laws, and social institutions held by human beings as a part of society. Culture, in this sense, does not refer to what is commonly known as high culture, except as high culture is included in the …