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Articles 1 - 11 of 11
Full-Text Articles in Education
Preface And Table Of Contents
Journal of Social Theory in Art Education
The works presented here examine critical practice in art education, recognize the relevance of political understanding for art educators, present the significant contributions of Herbert Read from a humanist frame of reference, continue the dialogue on the A.I.M. statement, and examine the use of metaphor from a social perspective. The majority of the articles in this issue are derived from presentations made at the 23rd annual N.A.E.A. convention.
The Arts, School Practice, And Cultural Transformation, Landon E. Beyer
The Arts, School Practice, And Cultural Transformation, Landon E. Beyer
Journal of Social Theory in Art Education
Attempts at articulating and instituting socially responsive programs in art education are heartening and long overdue. The work of the Caucus on Social Theory and Art Education and the Bulletin as a reflection of the issues dealt with by the caucus, are laudatory and provocative. I seek to further these efforts in this essay by: 1) elaborating the social context within which schools function, and detailing how the political, economic, and ideological interests our educational system serves affect school policy, organizational structures within education, and school practice generally; and 2) suggest how the arts may be an effective force in …
The Journal Of Social Theory In Art Education
The Journal Of Social Theory In Art Education
Journal of Social Theory in Art Education
The works presented here examine critical practice in art education, recognize the relevance of political understanding for art educators, present the significant contributions of Herbert Read from a humanist frame of reference, continue the dialogue on the A.I.M. statement, and examine the use of metaphor from a social perspective. The majority of the articles in this issue are derived from presentations made at the 23rd annual N.A.E.A. convention.
What Is The Meaning Of “Art Means Work”? (A Critical Response To The A.I.M. Statement), Cathy A. Brooks
What Is The Meaning Of “Art Means Work”? (A Critical Response To The A.I.M. Statement), Cathy A. Brooks
Journal of Social Theory in Art Education
The A.I.M Statement's endorsement of good work is significant; not as a guide that shows us a clear direction to follow, but for its manifestation of the social and economic contradictions that must be critically addressed if we are to forge a path toward realistic and effective art education for this society. It is that these contradictions have been exposed and my critical reflection prodded that I am most appreciative.
The Cultures Of Aesthetic Discourse (Cad): Origins, Contradictions, And Implications, Karen A. Hamblen
The Cultures Of Aesthetic Discourse (Cad): Origins, Contradictions, And Implications, Karen A. Hamblen
Journal of Social Theory in Art Education
Art has long been accepted as comprising a visual language that communicates cultural values and qualitative meanings through its subject matter, functions, and stylistic characteristics. However, not until this century has visual art also been considered as a language system of signs and symbols amenable to systematic verbal analysis and evaluation. Consistent with this development, in recent years art educators have increasingly proposed that art instruction include various art criticism activities. This author personally considers an interest in art criticism to be a positive development for the field of art education inasmuch as it offers a much-needed counterbalance to the …
A.I.M. Revisited, Jack A. Hobbs
A.I.M. Revisited, Jack A. Hobbs
Journal of Social Theory in Art Education
In case you may have forgotten: AIM is the acronym for Art in the Mainstream, a statement of "value and commitment", authored by Edmund Burke Feldman. AIM first appeared in the March '82 issue of Art Education and then again in the September issue where it was the subject of a "mini issue." According to AIM, art means three things: work, language, and values. Americans need to relearn the value of work, and art is the best way to do this. Visual imagery is a type of language, and, like any language, it needs to be learned. Finally, art and …
Art Education And The Social Use Of Metaphor, Nancy R. Johnson
Art Education And The Social Use Of Metaphor, Nancy R. Johnson
Journal of Social Theory in Art Education
Human beings are greatly dependent upon social knowledge as a basis for directing their actions in the world and interpreting the actions of others. The dominant quality of social knowledge, or culture, is that it is symbolic. Consider the concept of culture offered by anthropologist Clifford Geertz: "(Cultura) denotes a historically transmitted pattern of meanings embodied in symbols, a system of inherited conceptions expressed in symbolic forms by means of which men communicate, perpetuate, and develop their knowledge about and attitudes toward life".
Educational Policy And Social Transfiguration, Lanny Milbrandt
Educational Policy And Social Transfiguration, Lanny Milbrandt
Journal of Social Theory in Art Education
Many art teachers in the public schools are in a seemingly constant struggle to legitimize their programs in the eyes of school administrators, the public, and their students. These art teachers; our colleagues, often find themselves in the uncomfortable position of having to react to educational policy that may negatively impact upon the art program of their school district or state.
Social Theory And Social Practice In Art Teacher Education, Dan Nadaner
Social Theory And Social Practice In Art Teacher Education, Dan Nadaner
Journal of Social Theory in Art Education
It seems clear that art educators must think clearly about the design of teacher education programs if social theory is to become social practice. The obstacles to successful integration of theory and practice are many, ranging from the logistics of engaging artist-teachers in theoretical studies, to the intrinsically different natures of theoretical and practical activities. And it is difficult to guarantee that such amorphous qualities as flexible dialogue, love, hope, and mutual trust can be made part of a teacher education program, even when a deliberate effort is made to do so. But while the model of teacher education discussed …
The Nature Of Philosophical Criticism, Ann L. Sherman
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?
The Humanism Of Herbert Read, Charles G. Wieder
The Humanism Of Herbert Read, Charles G. Wieder
Journal of Social Theory in Art Education
As readers of the Social Theory Caucus Bulletin, you are probably, by and large, more familiar with Herbert Read's views on art education than others in our field. One would expect that you are also generally more sympathetic with his theoretical orientation as well as more aware of the relevance of his work to current educational concerns. This essay will focus on the historical basis of Read's moral ideas, and their implications for the work that lies ahead for this group of socially concerned art educators.