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Articles 1 - 14 of 14
Full-Text Articles in Education
Preface And Table Of Contents
Journal of Social Theory in Art Education
The seventh publication of the Bulletin of the Caucus on Social Theory and Art Education includes four sections: enculturation and the visual arts curriculum, general articles, historically-based perspectives, and critical commentary.
Enculturation And The Visual Arts Curriculum, Nancy R. Johnson
Enculturation And The Visual Arts Curriculum, Nancy R. Johnson
Journal of Social Theory in Art Education
An overview of some theoretical viewpoints on enculturation is presented. These viewpoints are relevant to the development of the visual arts curriculum. The perspective presented is a critical one that calls for an examination of the cultural constructs in which art educations embedded.
Social Purposes Of Art Education, Robert J. Saunders
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.
The Journal Of Social Theory In Art Education
The Journal Of Social Theory In Art Education
Journal of Social Theory in Art Education
No abstract provided.
Enculturation And Teacher Education In Art, Jessie Lovano-Kerr
Enculturation And Teacher Education In Art, Jessie Lovano-Kerr
Journal of Social Theory in Art Education
There are many ways to address how we prepare art and elementary teachers to teach art. We can wait for the Getty study results which look at the topical content of selected art education programs throughout the country. Or, we can be on the alert for the completion of the comprehensive survey funded by the National Endowment for the Arts and the Department of Education, conducted by the Council of Chief State School Officers to determine, from the standpoint of each State Superintendent of Public Instruction, the status of arts education in each state. This survey will cover curricula, certification …
Responding To Johnson, Saunders, And Lovano-Kerr, Ronald N. Macgregor
Responding To Johnson, Saunders, And Lovano-Kerr, Ronald N. Macgregor
Journal of Social Theory in Art Education
The papers presented by Johnson, Saunders, and Lovano-Kerr are varied in content, but united in the sense of originating within two linked dilemmas. The first dilemma asks whether art educators are to embrace and actively work towards incorporating one currently popular political stance into the education process, or whether we are to devise, as far as we can, a curriculum formed from a synthesis of positions. The second asked whether, in using words like “enculturation” and “social transmission," we mean "to the world of the school,” or “to the world at large." These are well-worn dilemmas. Their continuing presence is …
Thinking The Right Stuff: Types Of Academic Reality In Art Education, Karen A. Hamblen
Thinking The Right Stuff: Types Of Academic Reality In Art Education, Karen A. Hamblen
Journal of Social Theory in Art Education
The purpose of this paper is to examine types of academic reality in graduate education and how the accepted ones come to be considered as exclusionary and correct ways to understand the field of art education. It is proposed that socialization processes in graduate programs offer attractive rewards to those who become proficient in the manipulation of selected types of knowledge construction and modes of inquiry. The following aspects are discussed in terms of how they contribute toward the shaping of academic consciousness: (1) socialization procedures of graduate art education, (2) the failure of even reflexive modes of inquiry to …
Folk Art In Art Education: Toward A General Theory Of Art As A Social Institution, James Noble Stewart
Folk Art In Art Education: Toward A General Theory Of Art As A Social Institution, James Noble Stewart
Journal of Social Theory in Art Education
Art may be understood by considering it as a social institution in which particular artifacts are presented as candidates for appreciation. This institution includes the domains of production, distribution, and consumption, all of which are regulated according to rules and standards relating to both art objects and behavioral roles for those people involved. In the paradigm case all participants in the institution are of the same cultural group. This is important for art educators to understand because of the diversity of cultures represented in the classroom. Because a person's greatest opportunity for meaningful involvement in the arts comes from within …
Sue Williamson: The Artist’S Struggle Toward Freedom In South Africa, Betty Laduke
Sue Williamson: The Artist’S Struggle Toward Freedom In South Africa, Betty Laduke
Journal of Social Theory in Art Education
I first learned of Sue Williamson through an exhibit of her photo silk screen prints, A FEW SOUTH AFRICANS, sponsored by On the Wall Gallery in Medford, Oregon, in November, 1985. Combining visual and verbal elements, Williamson's seventeen portraits focused on black and white women and their ongoing, historical struggle against political injustice as experienced by South Africa's predominant black population. In February, 1986, I had the opportunity to interview Sue Williamson in New York City and learn how her personal development as an artist became linked with the expression of her political views, resulting in A FEW SOUTH AFRICANS. …
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.
The Sociological Implications Of Henry Schaefer-Simmern’S Theory And Research Leading Toward An Integral Theory Of Art Education, Roy E. Abrahamson
The Sociological Implications Of Henry Schaefer-Simmern’S Theory And Research Leading Toward An Integral Theory Of Art Education, Roy E. Abrahamson
Journal of Social Theory in Art Education
Henry Schaefer-Simmern was fully aware of the sociological implications of his work. His theory of visual, artistic conceiving stated that people possess an inherent ability to transform their perceptions into holistic (gestalt) formations expressed as works of art. They have this ability in varying degrees regardless of differences of sex, race, chronological age (above the motor scribble age), lQ (above 47), socio-economic status, creed, and geographic location. He believed that society should encourage the development and expression of this ability and that those of its members who are artistically active (whether children, adolescents, or adults) can uplift and transform society …
Democracy And Education At The Barnes Foundation, Margaret Hess Johnson
Democracy And Education At The Barnes Foundation, Margaret Hess Johnson
Journal of Social Theory in Art Education
Through the foundation that bears his name, Albert C. Barnes put into practice John Dewey's notions of education, democracy, and scientific method. A description of the egalitarian and empirical aspects of the institution known as The Barnes Foundation confirms the instrumental function of art for education. The Barnes Foundation served as a learning laboratory rather than as a museum of art; in this manner works of art served an instrumental function through indicating Deweyan theory about democracy and education.
Values Examination In Art Curricula Construction From Owatonna To Today, Carol S. Jeffers
Values Examination In Art Curricula Construction From Owatonna To Today, Carol S. Jeffers
Journal of Social Theory in Art Education
In developing curricula and educational policy, arts educators must participate with students, parents and other members of the community in dialectic processes of values examination. Failure to do so can often result in the development of curricula and policies which send unintended and unacceptable signals about the purposes and importance of the arts in our society. A critical analysis of the Owatonna Art Education Project (1933- 38), together with a review of current curricula and educational policies indicate a need for the use of these processes, arts educators may be unaware of the signals that they are sending through curricula …
Arts In Other Places: A Conference Critique, Doug Blandy, Kristin G. Congdon
Arts In Other Places: A Conference Critique, Doug Blandy, Kristin G. Congdon
Journal of Social Theory in Art Education
In August, 1986, a conference took place at the University of California Los Angeles called "Art in Other Places." This article will critique that conference and make suggestions for further planning of art programs in non-public school settings based on 1) Wolf Wolfensberger's concept of normalization, 2) a recognition of the expressive forms that exist among various constituency groups, and 3) an analysis of long-range ramifications of decision making processes in art planning and programming.