Open Access. Powered by Scholars. Published by Universities.®

Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

Journal

PDF

Journal of Social Theory in Art Education

Discipline
Keyword
Publication Year

Articles 451 - 480 of 498

Full-Text Articles in Education

Art Education In Social Context, Dan Nadaner Jan 1985

Art Education In Social Context, Dan Nadaner

Journal of Social Theory in Art Education

Discourse about art, like other discourse, contains limits as well as possibilities for creating meaning about human experience. The following essay raises a series of questions about the difference between the discourse of most art education, and the discourse of contemporary art critics and artists. Why are these subcultures of the art world different, and what is the significance of their separation? Is art education systematically losing its capacity to make contact at the level of human experience? Has it alienated itself from larger social concerns? These issues are explored through general review of art education discourse and through the …

Go to article

Playing In Public Or Creatively Expressing The Aesthetic Dimension In Social Life, Duke Madenfort Jan 1985

Playing In Public Or Creatively Expressing The Aesthetic Dimension In Social Life, Duke Madenfort

Journal of Social Theory in Art Education

This philosophical study is in part a critical examination of Richard Sennett's sociological account of what it means to be out in public in the company of strangers and expressing oneself aesthetically in a playful, self-distanced encounter with them. His urging for a rediscovery of the classic mid-eighteenth century connection between actors on the stage and persons on the street in order to make social life aesthetic once again is seen as having significant implications for art educators concerned with putting into practice the aesthetic and social function of art and art education. The arguments developed in the paper take …

Go to article

Nicaragua, Art And Social Change: Interviews With Three Artists, Betty Laduke Jan 1985

Nicaragua, Art And Social Change: Interviews With Three Artists, Betty Laduke

Journal of Social Theory in Art Education

Five years after their participation in the successful 1979 revolutionary struggle against the Somoza dictatorship, the artists of Nicaragua continue to be an effective force in redefining, shaping and defending their country's cultural heritage. In these years it has also become evident that the government continues to value and support all of the arts as a significant component in the formation of a national consciousness and identity. The data for the following paper is based on the author’s personal experiences in Nicaragua. Starting in 1981, four summers were spent interviewing artists, visiting the places where they worked, and talking to …

Go to article

Book Review: Who Needs It: A Review Of Instant Art Instant Culture, David M. Quick Jan 1985

Book Review: Who Needs It: A Review Of Instant Art Instant Culture, David M. Quick

Journal of Social Theory in Art Education

Book review for Instant Art Instant Culture: The Unspoken Policy for American Schools, Laura Chapman, Teachers College Press, New York, 1982.

Go to article

Preface And Table Of Contents Jan 1984

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.

Go to article

The Arts, School Practice, And Cultural Transformation, Landon E. Beyer Jan 1984

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 …

Go to article

The Journal Of Social Theory In Art Education Jan 1984

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.

Go to article

What Is The Meaning Of “Art Means Work”? (A Critical Response To The A.I.M. Statement), Cathy A. Brooks Jan 1984

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.

Go to article

The Cultures Of Aesthetic Discourse (Cad): Origins, Contradictions, And Implications, Karen A. Hamblen Jan 1984

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 …

Go to article

A.I.M. Revisited, Jack A. Hobbs Jan 1984

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 …

Go to article

Art Education And The Social Use Of Metaphor, Nancy R. Johnson Jan 1984

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".

Go to article

Educational Policy And Social Transfiguration, Lanny Milbrandt Jan 1984

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.

Go to article

Social Theory And Social Practice In Art Teacher Education, Dan Nadaner Jan 1984

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 …

Go to article

The Nature Of Philosophical Criticism, Ann L. Sherman Jan 1984

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?

Go to article

The Humanism Of Herbert Read, Charles G. Wieder Jan 1984

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.

Go to article

Preface And Table Of Contents Jan 1983

Preface And Table Of Contents

Journal of Social Theory in Art Education

Bulletin Number 3 continues the lively exchange of ideas, information, and views about the relationship among art, social and cultural values, and education. The assembled authors provide us with thought-provoking articles on modern art, educational ideology, and curriculum; with vigorous arguments from differing sides of the "elitism versus populism" debate; with socially-oriented reviews of major art education texts; and with an annotated bibliography of relevant study resources.

Go to article

Elitism Versus Populism: The Continuing Debate, Ralph A. Smith Jan 1983

Elitism Versus Populism: The Continuing Debate, Ralph A. Smith

Journal of Social Theory in Art Education

"Elitism vs. populism" identifies dichotomous stances that are increasingly causing acrimony among those concerned with defining cultural and educational relations. Not surprisingly, the controversy is one of the sundry things touched on by the Rockefeller Commission Report the Humanities in American Life.

Go to article

A Critique Of Elliot Eisner’S Educating Artistic Vision, John Jagodzinski Jan 1983

A Critique Of Elliot Eisner’S Educating Artistic Vision, John Jagodzinski

Journal of Social Theory in Art Education

Educating Artistic Vision is an "old" book written a decade ago. As such there are many aspects in it, I'm sure, Eisner would not accept today. Therefore, the critique is made by keeping his later works, particularly The Educational Imagination (1979), in mind. To begin, Eisner claims that there are two major justifications for the teaching of art, both of which he presents in an either/or fashion. First a contextualist justification is made by claiming that art satisfies social needs. From this perspective, the practice of art must be pragmatic: art as leisure, art as creative thinking, art as self-esteem …

Go to article

Social Relevance In Lowenfeld’S Creative And Mental Growth, Robert J. Saunders Jan 1983

Social Relevance In Lowenfeld’S Creative And Mental Growth, Robert J. Saunders

Journal of Social Theory in Art Education

For the sake of this panel presentation, I am defining "social relevance" to mean that aspect of an art education textbook which fosters a growth relationship between the student and his or her social and physical environment. Ten Minutes is not much time to deal with this, either in depth or detail. This entire panel could be spent discussing the varieties of social growth in Lowenfeld's Creative and Mental Growth. I'm sure each of the panelists could say the same about the books they are covering.

Go to article

Art Research And Curriculum To Accomplish Multicultural Goals, Myrna T. Amdursky Jan 1983

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.

Go to article

Modern Fine Art: A Vehicle For Understanding Western Modernity, Karen A. Hamblen Jan 1983

Modern Fine Art: A Vehicle For Understanding Western Modernity, Karen A. Hamblen

Journal of Social Theory in Art Education

While art curricula are not without reference to twentieth century fine art, the social significance of modern fine art has been a neglected area of study. The purpose of this paper is to survey and review the model characteristics of modern society and modern fine art. Striking similarities are revealed in such a review which strongly suggest that a study of modern fine art in art education could serve to problematize both the social origins of modern fine art and the values of Western modernity.

Go to article

The Journal Of Social Theory In Art Education Jan 1983

The Journal Of Social Theory In Art Education

Journal of Social Theory in Art Education

Bulletin Number 3 continues the lively exchange of ideas, information, and views about the relationship among art, social and cultural values, and education. The assembled authors provide us with thought-provoking articles on modern art, educational ideology, and curriculum; with vigorous arguments from differing sides of the "elitism versus populism" debate; with socially-oriented reviews of major art education texts; and with an annotated bibliography of relevant study resources.

Go to article

Marginal Images: Art And Ideology In The School, Dan Nadaner Jan 1983

Marginal Images: Art And Ideology In The School, Dan Nadaner

Journal of Social Theory in Art Education

Art has come to connote something that is eclectic and unpredictable. Art may be concerned with the aesthetic organization of visual elements, or it may defy conventional aesthetics; it may seek to interpret visual experience, or it may interpret psychological phenomenon that have no visual manifestation; it may have significant social content, or it may not. Art defies generalizations about its form, but welcomes more readily a characterization of its spirit. Art is inquiring, open-ended, illuminating, often startling. Art is very close to the central concerns and experiential reality of the artist. While it is increasingly difficult to say what …

Go to article

For Cultural Democracy: A Critique Of Elitism In Art Education, Robert Bersson Jan 1983

For Cultural Democracy: A Critique Of Elitism In Art Education, Robert Bersson

Journal of Social Theory in Art Education

After reading a good deal about the Reagan administration’s proposed arts policy, I was a bit shaken to discover a strikingly Reagan-like art education policy espoused in the front pages of the July, 1981 issue of Art Education. Was it possible that the nationwide rise of political and cultural conservatism was finding its way into the ranks of our own profession? Over the years, I had come to know art educators as persons of generally liberal persuasion, but here was philosophy and rhetoric to match the best of the Reagan arts advisors. The article causing my surprise was "Elitism Versus …

Go to article

An Annotated Bibliography From Members Of The Caucus On Social Theory, Susan L. Dorsey Jan 1983

An Annotated Bibliography From Members Of The Caucus On Social Theory, Susan L. Dorsey

Journal of Social Theory in Art Education

An annotated bibliography from members of the caucus on social theory. A few books are listed by more than one individual; all comments have been included here for the simple reason that another person's view of the same book varies, and can make for enlightening reading.

Go to article

Socially Relevant Practice In Art, Culture, And Environment, Nancy R. Johnson Jan 1983

Socially Relevant Practice In Art, Culture, And Environment, Nancy R. Johnson

Journal of Social Theory in Art Education

What is socially relevant practice? From my perspective, socially relevant practice has to do with making knowledge available to students that enables them to know about social institutions and contexts associated with the visual arts. In other words, the students are provided with experiences that lead them to an understanding of the phenomenon of art in culture and society so that they can assess and decide what their own relationship will be to concepts and objects comprising the visual arts.

Go to article

The Journal Of Social Theory In Art Education Jan 1982

The Journal Of Social Theory In Art Education

Journal of Social Theory in Art Education

Art Education that is socially relevant and responsible is the shared goal that brought a group attending the 1979 National Art Education Association Convention to form the Caucus on Social Theory and Art Education. Since then the Caucus has expanded both its membership and its endeavors to focus the art education profession on the importance of critical socio-cultural understanding. This issue of the BULLETIN, our second, reflects the progress we have made. Twice the size of the inaugural issue, this BULLETIN includes twelve of the many papers on the Caucus Program at the 1981 NAEA Convention. The ideas and issues …

Go to article

Futures Research Methodologies: Report Of An Exploration Of A Delphi Study, Judith A. Kula Jan 1982

Futures Research Methodologies: Report Of An Exploration Of A Delphi Study, Judith A. Kula

Journal of Social Theory in Art Education

In an unpublished "Second Report on a Survey of Doctorates in Art Education", the author examined the responses of persons with doctorates in art education with regard to those items which dealt with their perceptions of the field as it existed both at the time of the survey and as they perceived the future might be. The responses suggested a lack of consensus regarding the present state of art education as well as little agreement regarding the direction(s) the field ought to be taking. Although the survey form used was quite lengthy, most information solicited was provided with the exception …

Go to article

Beyond Individualism In The Arts, Peter London Jan 1982

Beyond Individualism In The Arts, Peter London

Journal of Social Theory in Art Education

I propose that there is a direct correlation between the precarious state of our cultural pattern and the role that artists and art educators assume in our society. I hope to demonstrate that the near fatal deficit of our culture is its undue esteem of individualism over the community--of private gain over the public good, and that the artist and art teacher reflect these same social values. I wish to demonstrate that artist need not assume the role of estranged other and fierce individualist in order to exercise their powers of imagination and craft, but may put these resources toward …

Go to article

Recognizing Social Issues In The Art Curriculum, Daniel Nadaner Jan 1982

Recognizing Social Issues In The Art Curriculum, Daniel Nadaner

Journal of Social Theory in Art Education

It is a conventional assumption in art education that all experience with art contributes to the student's educational growth. Yet recent art and media criticism suggest that the arts can also function as ideologies that restrict or mystify our views of the world, thus inhibiting growth. This problem suggests the need for curriculum designers, teachers, and students to recognize the social meaning in art. This paper identifies and critically discusses two kinds of social meaning: meanings inherent in the work of art (e.g., political statements in film); and meaning created by the design of the art curriculum (e.g., a monocultural …

Go to article

First Prev Next Last