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Articles 1 - 16 of 16
Full-Text Articles in Education
The Visual Arts In The Civilization Classroom, Thomas M. Carr Jr.
The Visual Arts In The Civilization Classroom, Thomas M. Carr Jr.
French Language and Literature Papers
Although the visual arts have long been a feature of civilization courses, instructors do not always exploit their full potential. This paper presents a checklist to help teachers identify the relevant aspects of the arts for study. Its goal is to facilitate comprehensive treatment of works of art by focusing on three areas: the aesthetic dimension, the social context, and the artist’s own experience. The checklist is followed by a series of activities which encourage students to integrate the various aspects of the arts while practicing their language skills.
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.
Elitism Versus Populism: The Continuing Debate, Ralph A. Smith
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.
A Critique Of Elliot Eisner’S Educating Artistic Vision, John Jagodzinski
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 …
Social Relevance In Lowenfeld’S Creative And Mental Growth, Robert J. Saunders
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.
An Elementary Art Curriculum For Private/Parochial Schools, Linda Porter Allison
An Elementary Art Curriculum For Private/Parochial Schools, Linda Porter Allison
All Graduate Projects
This project is written with the hopes of offering assistance to the private/parochial schools that either have not committed themselves to an art program or that are floundering within stagnating commitments or those that need stimulus to think about the benefits of an art curriculum. The seed thoughts for this project were first planted when the author began teaching in a private school and observed first hand curriculum deficiences in local private/parochial schools. The author conducted a survey of similarly founded schools which led to suspicions that art curriculum of the private/parochial elementary schools in the State of Washington are …
Art Research And Curriculum To Accomplish Multicultural Goals, Myrna T. Amdursky
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.
Modern Fine Art: A Vehicle For Understanding Western Modernity, Karen A. Hamblen
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.
The Journal Of Social Theory In Art Education
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.
Marginal Images: Art And Ideology In The School, Dan Nadaner
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 …
For Cultural Democracy: A Critique Of Elitism In Art Education, Robert Bersson
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 …
An Annotated Bibliography From Members Of The Caucus On Social Theory, Susan L. Dorsey
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.
Socially Relevant Practice In Art, Culture, And Environment, Nancy R. Johnson
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.
Teaching Visual Awareness To General Education Students, Larry Edward Gross
Teaching Visual Awareness To General Education Students, Larry Edward Gross
Dissertations and Theses
The goal of this thesis was to present a teaching method which would demonstrate increased visual awareness in general education college students. The particular approach presented for that purpose was also designed to be of potential benefit to students' total educational experience. To that end sane conditions and specific research were introduced as necessary considerations for the teaching approach and for the role of art education as it pertains to the thesis goal.
Portfolio, 1983, Risd Archives, Center For Student Involvement (Csi)
Portfolio, 1983, Risd Archives, Center For Student Involvement (Csi)
RISD Yearbooks
No abstract provided.
Art Activities For The Esl Classroom, Sally Elizabeth Stocking
Art Activities For The Esl Classroom, Sally Elizabeth Stocking
MA TESOL Collection
Teachers often use visual aids in language teaching. In the art activities presented in this paper, students involve themselves in creating their own visual aids, e.g., pictures, collages, and puppets, and use them as a basis for expressing themselves in various language activities. The seventeen art activities in this paper can be used to review specific grammar points, to provide practice in conversation, and to improve writing skills. Designed for intermediate English conversation students, these art activities are intended to involve no more than half of a sixty-minute class period.