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Articles 421 - 450 of 523
Full-Text Articles in Art Education
Art, Football And The Politics Of Recognition, Pete Helzer, Helen Liggett
Art, Football And The Politics Of Recognition, Pete Helzer, Helen Liggett
Journal of Social Theory in Art Education
Richard Brown, Professor of Art History at Pacific Lutheran University, recently published an article synoptically titled "Regionalism, a Tenacious Myth.” Most surprising was that it appeared in Signature, a low budget Northwest arts newspaper out of Seattle, Washington. The appeal of Signature is its plebeian accessibility: descriptive reviews, pragmatic advice on competitions, personality profiles, and an unpretentious gallery guide. For example, it is the perfect place to find the latest word on the Snohomish County Craft Guild. In the differentiation between theory and practice, Signature represented the voice of practice, that is, until Professor Brown's theory piece let down the …
Research For Existential Choice, Karen A. Hamblen
Research For Existential Choice, Karen A. Hamblen
Journal of Social Theory in Art Education
Chet Bowers (1984) has developed a theory of how a critical consciousness of our cultural typifications can be developed through an in-depth and elaborated understanding of aspects of a given situation or problem. In this paper, his theory is applied to the role research plays in art education. It is proposed that our existential choices in art education are directly proportionate to the amount and complexity of the research we have available and the extent to which we understand and can apply this research for specific purposes. The lack of research in essential instructional areas as well as the lack …
Book Review: Art In Focus, Patrick Taylor
Book Review: Art In Focus, Patrick Taylor
Journal of Social Theory in Art Education
Book review for Art In Focus, Gene Mittler, Glencoe Publishing Company, Peoria, IL, 1986.
Book Review: In A Different Voice: Psychological Theory And Women’S Development, Beverly Wilson
Book Review: In A Different Voice: Psychological Theory And Women’S Development, Beverly Wilson
Journal of Social Theory in Art Education
Book review for In A Different Voice: Psychological Theory and Women's Development, Carol Gilligan, Harvard University Press, Cambridge, MA, 1982.
Editor's Statement And Table Of Contents
Editor's Statement And Table Of Contents
Journal of Social Theory in Art Education
Vince Lanier once said in his inimitably leading way (with that gleam in his eye) that art is what hangs on the walls in the museums and galleries in New York and Los Angeles. Unfortunately, in light of the Art in America syndrome which dominates not only the art community but also seemingly the art education community, the joke may be on you, Vince. You may be right. Art reflects and perpetuates culture as does education. Culture, as an important aspect of human evolution must have a wide gene pool of ideas to maintain the healthy balance necessary for its …
Abstract Expressionism And Art Education: Formalism And Self-Expression As Curriculum Ideology, Kerry Freedman
Abstract Expressionism And Art Education: Formalism And Self-Expression As Curriculum Ideology, Kerry Freedman
Journal of Social Theory in Art Education
In the 1940's and 1950's, formalism and self-expression theories about abstract expressionism were incorporated into art education. However, as these products of the art community became a part of curriculum, the social and political foundations of the art and the theories were ignored. A school art style was emphasized that contained only selected elements of Greenberg's formalist analysis of abstract expressionism. Curriculum also contained a reduction of Rosenberg's theory of expressive process to some pseudo-expressive technical characteristics. While the argument is not made that there was a studied and analytical reinterpretation of these critics' theories in school, the theories represented …
Seeking Cultural Understanding: Knowing Through The Art Of The Picturebook As One Of Five Modalities, Rogena M. Degge, Kenneth Marantz
Seeking Cultural Understanding: Knowing Through The Art Of The Picturebook As One Of Five Modalities, Rogena M. Degge, Kenneth Marantz
Journal of Social Theory in Art Education
Caught in the maelstrom of scholarly debate about cross-cultural values, we seek some straws for our intellectual salvation. Groups of theoreticians and practitioners, like schools of fish roiling in the seas, create waves. Some groups, like those who supported the exhibition of Primitive and Modern artifacts at the Museum of Modern Art in New York City, are historical revisionists seeking new values through the alleged "influences and affinities" they attempt to demonstrate. Others more mundanely offer youngsters cardboard and paint so they may produce their own Kachina dolls in order to come to grips with the fundamental values of an …
The Interpretation Of Modern Art—What Is Possible When Dealing With The Explication Of Art, Heinrich Kupffer
The Interpretation Of Modern Art—What Is Possible When Dealing With The Explication Of Art, Heinrich Kupffer
Journal of Social Theory in Art Education
The attempt to interpret modern art comes from different approaches and moves along several lines of thought. Generally speaking, together these approaches leave no doubt that a linguistic explanation is possible and legitimate. This assumption, which forms a bridge between lord and picture, is a decisive, often uncontested problem of aesthetic logic. Spectators should watch out for the traps and fallacies. They may expect that the clear statement a work of art unambiguously makes for them, the unseemingly apparent interpretation of the work, leads back to a lack of understanding of the "real" thoughts and precise statement of the artistic …
Art Educators’ Responsibility To Cultural Diversity: Or “Where Are You Goin Wid Alla My Stuff?”, Kristen G. Congdon
Art Educators’ Responsibility To Cultural Diversity: Or “Where Are You Goin Wid Alla My Stuff?”, Kristen G. Congdon
Journal of Social Theory in Art Education
The responsibility of art educators to recognize and study the art and context of as many populations as possible is examined in this article. Examples of how artistic expressions have been borrowed, used in different contexts and otherwise removed from their original cultural context are given, and examples of ways that art teachers can help to recognize origins and the artistic functions of many cultures are suggested. By placing art in its context and studying it as it changes, students may begin to understand the artistic source, appreciate the importance of the creative context, and begin to see multi-cultural dimensions …
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.
Aesthetic Socialization And The Young Child, Sally Hagaman
Aesthetic Socialization And The Young Child, Sally Hagaman
Journal of Social Theory in Art Education
An examination of the process of aesthetic socialization at the preschool level reveals communication, through direct and indirect teacher behaviors and classroom environment, of "taken for granted" aesthetic assumptions. Examples, such as the use of naturalism or realism as the major criterion for judging art and reinforcement of social skills like diligence and neatness through art activities, are examined in light of educationist and teacher contexts. Implications include the need for examination of aesthetic assumptions and their transmission by art educators who work with young children, train teachers, and/or plan art curricula.
Another Look At The Aesthetics Of The Popular Arts, Edward G. Lawry
Another Look At The Aesthetics Of The Popular Arts, Edward G. Lawry
Journal of Social Theory in Art Education
About twenty years ago, Abraham Kaplan delivered a lively and memorable paper to the American Philosophical Association on the aesthetics of the popular arts. Appearing during the heyday of formalist criticism of the arts in America, the clear condemnation of the popular arts in his opening paragraph surprised no one. But many things have happened in the last twenty years to make us want to rethink the casual identification of popular art with "dis-value" that Kaplan takes for granted: the rise in popularity of folk music, the transformation of rock and roll by the Beatle's and others, the advent of …
Understanding Popular Culture: The Uses And Abuses Of Fashion Advertising, Mary Stokrocki
Understanding Popular Culture: The Uses And Abuses Of Fashion Advertising, Mary Stokrocki
Journal of Social Theory in Art Education
Today's young people are bombarded by messages. They should be taught to evaluate what they hear, to understand how ideas are clarified or distorted, and to explore how the accuracy and reliability of an oral (visual) message can be tested (Boyer, 1983, p.92). Students are often manipulated by media messages and they are unaware of the uses and abuses of the media by advertisers. In many ways such manipulation makes students dependent on materialistic rewards, regardless of moral concern. As a remedy, Lanier (1966) advocates developing a critical consciousness, "an informed awareness of the social forces which oppress our lives." …
Toward An Aesthetic Androgynous Mentality In Society: A Personal View, Duke Madenfort
Toward An Aesthetic Androgynous Mentality In Society: A Personal View, Duke Madenfort
Journal of Social Theory in Art Education
When I was an adolescent, I spent an unusual amount of time, indoors, alone, drawing and painting. I preferred staying inside doing art to going outside and playing games like baseball and football with other boys. The fact that drawing and painting, as traditionally and conventionally practiced, are solitary acts and done mostly in studios away from the distractions of the outer world and the, to me, boring talk of "ordinary" people didn't bother me at all.
Culture Change: The Work Of C.A. Bowers In Educational Policy, Nancy R. Johnson
Culture Change: The Work Of C.A. Bowers In Educational Policy, Nancy R. Johnson
Journal of Social Theory in Art Education
C.A. Bowers has proposed a perspective on educational theory and practice involving cultural literacy and communicative competence. Bowers' proposal addresses culture change through a critical examination of activities in the school curriculum. An overview of this perspective and its possible use in art education is presented.
Book Review: Art In Context, Donald Soucy
Book Review: Art In Context, Donald Soucy
Journal of Social Theory in Art Education
Book review for Art In Context, Jack A. Hobbs, Harcourt Brace Jovanovich,San Diego, 3rd Edition, 1985.
Book Review: Companeras: Women, Art And Social Change In Latin America, Helane Horner
Book Review: Companeras: Women, Art And Social Change In Latin America, Helane Horner
Journal of Social Theory in Art Education
Book review for Companeras: Women, Art, and Social Change in Latin America, Betty LaDuke, City Lights Books, San Francisco, 1985.
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.
Commentary, Jan Jagodzinski
Commentary, Jan Jagodzinski
Journal of Social Theory in Art Education
The questions Professor Kupffer's article raise concerning the relationship between image and the word, have been, by and large, ignored in modern aesthetic thought. An artificial separation of these two media of expression had been, since the Renaissance, characteristic of western philosophical thought. Leonardo, Cellini and Michelangelo all wrote treatises In order to place art on the same footing as the literati's words. A quick scan of the philosophical record suggests that the deep schism persists between the image and the word which manifests itself as a bifurcation between rationality and irrationality. To name but a few of the more …
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.
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 …