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Manuscript For Aesthetic/Design Guidelines For Campus Master Planning Bethel University, Wayne Roosa, Eugene Johnson

Art and Design Faculty Works

This document is the manuscript version before graphic design and copyediting. Follow this link to see the final version.

The situation that inspired and drove these aesthetic guidelines for campus master planning were unique to the history Bethel University and Seminary. By the early 1960s, Bethel was outgrowing its site on Snelling Avenue in St. Paul. The opportunity to purchase 160 acres in Arden Hills arose and the leap of faith was taken to buy this land and relocate. But it was not that simple. More was involved than mere practical problems of too-little space solved by an abundance …

Aesthetic/Design Guidelines For Campus Master Planning Bethel University, Wayne Roosa, Eugene Johnson

Art and Design Faculty Works

Table of Contents

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

The Need for Aesthetic Guidelines for Campus Master Planning The Purpose and Use of this Document

Aesthetic Guidelines: “Suggestions Concerning the Character of the New Campus,” by Eugene Johnson (1963) (original version without annotations) . . . . . . . 5

Eugene Johnson’s, “Suggestions Concerning the Character of the New Campus” (with annotations, a history of interpretation and use) Annotations …

Guest Editor's Introduction To Special Issue On Sotl-Ah, Kelly Donahue-Wallace

Art History Pedagogy & Practice

No abstract provided.

Creativity-Integrated Art History: A Pedagogical Framework, Alysha Meloche, Jen Katz-Buonincontro

Art History Pedagogy & Practice

Art history offers a unique opportunity for students to encounter real, historical examples of the creative process in action. By showing examples of the complex process through which artwork is created, art history classes can provide emulative examples for the next generation of innovative designers, artists, historians, educators, and creative thinkers. Art history has a tradition of teaching Big-C creativity principles by highlighting creative products and individuals. Therefore, the art object is emphasized at the expense of unpacking the process and everyday, or mini-c, creativity of the work. At a time when the field of Art History is beginning to …

Hiding In The Archives: The History Of The Art History Department At Dominican University Of California, Maura Wilson

Senior Theses

When students register for classes, they often take for granted the subjects that they register for. To these students their classes represent a means to an end. However, in the midst of the registration rush, when the registering student takes a moment to consider the time and work that had to be invested in to establishing these subjects, they might find a new appreciation for the classes that they are taking. This work is a tribute to the work of Dominican University faculty members who had to work hard to bring to fruition the Art History department as it exists …

Active Learning In Art History: A Review Of Formal Literature, Marie Gasper-Hulvat

Art History Pedagogy & Practice

This article surveys the formal, academic literature on active learning in art history. It considers the history of active learning in art history and outlines the unique combination of approaches that art history takes towards active learning. A meta-analysis of the literature considers its relationship to the Scholarship of Teaching and Learning (SoTL). This survey of literature indicates that although scholarly research on active learning in art history is a burgeoning field of scholarship, it also leaves many avenues open for additional research.

Art For The People: Wpa Prints And Textiles From The Permanent Collection, Antje K. Gamble, T. Michael Martin

Faculty & Staff Research and Creative Activity

As the first major, nationalized support system for artistic production in the United States, the New Deal’s Federal Art Project (F.A.P.) strove to create a holistic vision of art for the American people. Debates among art historians and political pundits alike pointed to the perceived-lack of a truly-American modern art. Cultural critic Lewis Mumford articulated that, opposed to European Modernism, “[w]hat American taste recognizes [is] that there is more aesthetic promise in a McAn shoe store front, or in a Blue Kitchen sandwich palace than there is in the most sumptuous showroom of antiques…” In accordance, the F.A.P. supported artists’ …

0830: John E. Dolin Collection, 1960-1990, Marshall University Special Collections

Guides to Manuscript Collections

Dr. John E. Dolin (1931-2015) was a Professor Emeritus of Art at Marshall University. Dr. Dolin's collection is made up of a variety of materials. The majority of this collection contains faculty and student correspondence, academic papers (both his and his students), and numerous class materials such as lecture notes, syllabi, and tests. Other materials in the collection relate to various organizations that he was involved in while at Marshall University including, Boys Club and The College Personnel Committee. The collection is arranged in four Series; Series 1 - Personal Papers, Series 2 - Course Related Materials, Series 3 - …

Linear Perspective And Montage: Two Dominating Paradigms In Art Education, Charles R. Garoian

Journal of Social Theory in Art Education

As a former public high school art teacher, I was always puzzled by the common belief held by my students in what they referred to as the right way to represent images and ideas in their drawings and paintings. After years of producing art works during early childhood that appeared to be uninhibited in their expressive qualities, their world view in adolescence had shifted dramatically towards a preoccupation with photographic representation realism.

Reasserting Humanity Through The Liberatory Gaze, Melissa Crum

Journal of Social Theory in Art Education

The act of critically looking can be a method used to consider alternative ways of conceptualizing marginalized cultures and ethnicities. By engaging in a series of inquiries about the subject of an image, the spectator can form a more comprehensive representation of the subject, thus preparing post-secondary students to discuss and interpret visual culture. From the perspective of an African-American female artist and educator’s travels to Brazil, this work proposes that a self-reflective educator’s personal narratives and insight can assist in creating an arts-based critically-thinking learning atmosphere. Such an atmosphere encourages students to move beyond the realms of their cultural …

A National Labor Project: Recovering Unprecedented Numbers Of Working Class Lives And Histories Through Art, Ed Check

Journal of Social Theory in Art Education

I consider this essay an initial mapping where I reconstruct multiple ways of knowing and understanding the lived realities and plights of workers, whether they are manual workers, teachers or artists (Zandy, 2004). I use autobiography from a perspective of Standpoint Theory where I use the lives of working people as theory, method and evidence. I speak from my standpoint of my experiences as being raised white working class and my shift in salary and education to middle class.

Teaching Critical Thinking In A Community-College Art-History Learning Environment : A Comparison Of Implicit Instruction Versus A Combination Of Implicit And Explicit Instruction, Michael Leonard

Doctoral Dissertations

unavailable

African Art: What And To Whom? Anxieties, Certainties, Mythologies, David Gall

Journal of Social Theory in Art Education

It has taken nearly a whole century to publish two books on African art that recognize the continent as a complex cultural unit within which there is diversity, A History of Art in Africa (Blackmun Visona, M et al, 2001) and Africa, The Art of a Continent (Phillips, T. 1995). Why it taken so long far North and East Africa past and present to be included in texts labeled African art? Why were they not recognized as African? India, also a place of diversity of race and ethnicity, has not similarly treated. The assumptions underlying the norms a representation of …

Discussion And Depictions Of Women In H.W. Janson’S History Of Art, Fourth Edition, Paul E. Bolin

Journal of Social Theory in Art Education

During the past twenty-five years there have been numerous highly charged and open criticisms levied against the field of art history. These accusations have been launched from a variety of fronts, both within and outside the discipline of art history (Simmons, 1990), with some of these critical questions and subsequent condemnation directed toward textbooks used to teach this subject in traditional courses that survey historical aspects of Western art. A primary criticism of these survey textbooks has been aimed at their lack of attention given to the important work of women artists. The manner in which these criticisms are treated …

Feminist Collaboration In The Art Academy, Cynthia Bickley-Green, Anne G. Wolcott

Journal of Social Theory in Art Education

Women's activity in the visual arts both in and outside of the art institutions of Europe and the United States reveals a history of collaboration in artistic production and political activism This paper analyzes the effects of feminist collaboration upon the disciplines of art, the pedagogy of art, and the administration of art institutions. In Part I, the authors review the impact of feminist collaboration in art history, aesthetics, art criticism, and art production. Part II provides examples of collaborative experiences of women in higher education art institutions and in some art communities in the United States, Scandinavia, and Italy. …

Feminist Film Theory And Art Education, Michael J. Emme

Journal of Social Theory in Art Education

Every ten years or so, lonely voices make themselves heard in the art education literature shouting something like ‘Pay attention to the “newer media” (Lanier, 1966, p.7), or ‘Have you heard? There a “new image world” (Nadaner, 1985, p.9) out there.’ One writer even suggested that “directed, critical inquiry of [television] will extend knowledge in art and aesthetics and enhance the quality of peoples’ lives (Degge, 1985, p.85) Despite these sporadic exhortations, Jaglom and Gardner’s (1981) observation that “our culture has not yet invented ways of presenting [the mass media] or teaching its structure to children” (p.35) is still true …

Social Purposes Of Art Education, Robert J. Saunders

Journal of Social Theory in Art Education

In very broad terms, I wish to address the social purposes of art and art education in an historical context, assuming that art education's purposes extend to some extent from those of art. I will discuss these social purposes in the framework of major historical divisions: the tribal society, the agricultural community, industrial civilization, and the future scientific planetary community, or new age.

Feldman On Feldman, Edmund Feldman

Journal of Social Theory in Art Education

The inadequacy of writing on the sociology of art has been mentioned. We know the names of those who have taken a sociological approach--Frederick Antal, Arnold Hauser, Anthony Blunt, John Berger, and Tim Clark. Much of the sociology of art has been written by Marxists who have a political as well as a sociological axe to grind. Still, we in art education should be doing more sociological analysis, more work on the consumption of art --with art defined to include every type of man-made image. I fought for the admission of this Social Theory Caucus as an affiliated group of …

The Nature Of Philosophical Criticism, Ann L. Sherman

Journal of Social Theory in Art Education

Nielsen challenges philosophers to examine the nature of philosophy. He criticizes them for adhering to 'philosophy for philosophy's' sake and points out the non-neutrality of philosophy. Nielsen and other radical philosophers ask: In what sense are the concepts and distinctions which philosopher address 'ordinary'? What are the societal influences on the formation of their discourse? What are the societal consequences of their discourse? Can philosophy be conceived in such a way as to perform a critical service to society? and In what ways does or should philosophy interface with other disciplines?

Art Research And Curriculum To Accomplish Multicultural Goals, Myrna T. Amdursky

Journal of Social Theory in Art Education

If there were no budget constraints, art education would be nice. Most people agree it’s fun to do, and students do enjoy it. But most people also think it's a frill and unnecessary. As thinking art educators, we must address these issues and the concerns of our policy makers. We must definitively respond to the questions of why we spend all that time, effort, and money teaching art.

The Role Of Art In The Complete Development Of A Christian Personality, Sister Loretta Ann Mccarthy

Art & Art History ETDs

A survey of ancient literature reveals that art as an area in school life is becoming increasingly recognized as tremendously significant to a complete participation in the creative activities of life. A critical point has been reached in so far as art has begun to be recognized as an integral part of the school program rather than an educational frill offered for those students who have difficulty with the academic program or as a concession to the few talented students.

It is the purpose of this study (1) to outline briefly the theory of art education as applied to the …