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Articles 571 - 600 of 656
Full-Text Articles in Art Education
Book Review: Thinking About Art, Laurie Gomon Ring
Book Review: Thinking About Art, Laurie Gomon Ring
Journal of Social Theory in Art Education
Book review for Thinking About Art, Edmund Burke Feldman, Prentice Hall, Englewood Cliffs, NJ, 1985.
Book Review: Ben Steele: Prisoner Of War, T. A.
Book Review: Ben Steele: Prisoner Of War, T. A.
Journal of Social Theory in Art Education
Book review for Ben Steele: Prisoner of War, Alan Newberg (Editor), Eastern Montana College.
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 …
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. …
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.
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.
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 …
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 …
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.
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 …
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.
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 …
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.
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.
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.
Children’S Views On Art In The Primary Grades, K-3, Nancy R. Johnson
Children’S Views On Art In The Primary Grades, K-3, Nancy R. Johnson
Journal of Social Theory in Art Education
This study examined some of the kinds of know ledge that primary students have regarding art. Approximately one hundred students participated in the study. The researcher visited their classrooms, sat among them, and interviewed them as they did their art work. Although the students appeared to have an accurate grasp of the methods for working with art media, they were not very knowledgeable about ways to judge art. At all grade levels, the students' knowledge was somewhat inconsistent and not articulated very well. The students exhibited both unique meanings and socially shared meanings in their discourse and confirmed the importance …
Audience Discussion
Journal of Social Theory in Art Education
Following the panel presentations, the audience offered comments, questioned emphases, and asked for clarity on issues related to the Feldman Method. Some of these concerns are related here. Feldman's responses are included.
Preface And Table Of Contents
Journal of Social Theory in Art Education
This is the sixth annual publication of the Caucus. Having begun in 1981, we have the good fortune to be coordinated with the times, six in eighty-six. But, more importantly, this issue of the Bulletin demonstrates that our interests are also coordinated with the times. Aesthetic response is central to a majority of the papers and, appropriately, the socially concerned perspective taken by the authors places the audience, the person or persons responding to art, at the center.
Attitudes Of Three Urban Appalachian Teenagers Toward Selected Early Modern American Paintings, Bonnie Southwind
Attitudes Of Three Urban Appalachian Teenagers Toward Selected Early Modern American Paintings, Bonnie Southwind
Journal of Social Theory in Art Education
Three urban Appalachian teenagers were taken individually into an exhibit of early modern American art in the Cincinnati Art Museum. They were asked to choose one work that they wished to discuss. When the choice was made, they were asked to discuss the work, first freely and then directed by a set of questions. All three chose paintings in realistic styles that were of subjects familiar to them. Their discussions were limited by their level of training, but were otherwise perceptive and insightful. The act of choosing, the painting chosen, and the way it was discussed all seemed to both …
Issues Posed By The Study Of Folk Art In Art Education, Kristin G. Congdon
Issues Posed By The Study Of Folk Art In Art Education, Kristin G. Congdon
Journal of Social Theory in Art Education
The study of folk art processes and products reveals several issues concerning the study of art and our educational methodologies. This paper will address the following issues and how they relate to the field of art education: (a) the learning process which takes place in folk art settings and the notion of the folk artist as educator; (b) aesthetics, art criticism, and art history from the folk artist's perspective; (c) the many functions of art and the value of one function over another in our society; and (d) the existence of elitism in folk art categorization by academics.
The People’S Show: Promoting Critical Response, Mary Stokrocki
The People’S Show: Promoting Critical Response, Mary Stokrocki
Journal of Social Theory in Art Education
An exhibition of artwork done by local artists was sponsored by a midwestern university gallery to promote greater community involvement. It was open to all artists and all media for a small entrance fee. A questionnaire of provocative categories was given out at the opening to elicit spectator reactions to the work and to help them vote. They were asked to decide which works best represented the particular categories. Responses to the show were mostly positive; however, certain artworks evoked much controversy and publicity. Two artworks, bordering on the pornographic, raised the question: Is art anything one can get away …
Seeing Eye To I: Perceptual Development And Sense Of Self, Charles G. Wieder, Mary Ann C. Gray
Seeing Eye To I: Perceptual Development And Sense Of Self, Charles G. Wieder, Mary Ann C. Gray
Journal of Social Theory in Art Education
This paper is a commentary on current views of early development in art and argues for a theory which emphasizes a more active role of the learner in the refinement of perceptual ability, particularly in drawing development. Independent perception is presented as a primary source of children's visual imagery: and inference and problem solving, rather than imitation, are seen to characterize the drawing process as well as to indicate proper methods of instruction. Discussion also considers the shift away from inquiry in this area.
The Pervasiveness Of Culture: Significance For Art Education, Barbara A. Boyer
The Pervasiveness Of Culture: Significance For Art Education, Barbara A. Boyer
Journal of Social Theory in Art Education
Much of what we learn, we are not aware of -- it is at a taken-for-granted level. This learning is so embedded in our thinking and behavior that even as educators we are often unable to work with or examine these cultural beliefs and assumptions in our teaching and social interactions. In this paper, it is proposed that art educators identify the pervasiveness of culture particularly within educational settings and how cultural attitudes related to art are internalized with in society and affect the teaching/learning process.
The Feldman Method Of Art Criticism: Is It Adequate For The Socially Concerned Art Educator?, Tom Anderson
The Feldman Method Of Art Criticism: Is It Adequate For The Socially Concerned Art Educator?, Tom Anderson
Journal of Social Theory in Art Education
The structure and inherent values of the Feldman (1981) method of art criticism are debated in some art education circles. On one hand it is argued that the Feldman method, because of its emphasis on formal analysis, lends itself more readily to analytical formalist criticism, and is thus not an adequate instrument for socially concerned art educators. The other side of the debate has it that the method is appropriate for socially contextual interpretation when applied by socially concerned art educators. My thesis is that Feldman's method is well suited for socially contextual criticism of aesthetic forms. I intend to …
The Feldman Approach: A Catalyst For Examining Issues In Art Criticism Instruction, Karen A. Hamblen
The Feldman Approach: A Catalyst For Examining Issues In Art Criticism Instruction, Karen A. Hamblen
Journal of Social Theory in Art Education
In this discussion, I would like to address four issues in relationship to the Feldman (1981) method as well as to the larger concerns of art criticism implementation. I assume that a goal we have in common is to have art criticism be part of the curriculum. The problem needs to be looked at not just in terms of the Feldman method, although that can serve as a framework, but to the larger issues of art criticism instruction per se. There needs to be an assessment of what may be present or missing in literature on art criticism. The issues …
Various Applications Of The Feldman Method, Jack Hobbs
Various Applications Of The Feldman Method, Jack Hobbs
Journal of Social Theory in Art Education
The way I see the Feldman Method is as a teaching technique and not as a research tool. The reason I even mention this is that apparently others use it as a research tool. I suppose it could be used that way, but I don't see it that way. I certainly agree, however, that art educators need to do a great deal of homework concerning society, sociology, and art history, especially those art educators who subscribe to the viewpoints of the Caucus - -I imagine many of you in here are sympathetic to the Caucus . We're certainly obligated to …
Feldman On Feldman, Edmund Feldman
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 …
Professional Networking In Art Education, Karen A. Hamblen
Professional Networking In Art Education, Karen A. Hamblen
Journal of Social Theory in Art Education
The social scientist provides three levels of analysis whereby the sociology of art educators can be examined: (1) statistical information, (2) formal organizational structures, and (3) informal, life-world experiences. Although the first two levels provide valuable information, it is proposed that it is within informal, life-world experiences that professional networking occurs and where the character of much of the field of art education is shaped. In this descriptive and analytical study, the sociology of art educators is examined as a function of networks of power and influence. The discussion is limited to art educators with PhD or EdD degrees who …