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Journal of Social Theory in Art Education

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Full-Text Articles in Art Education

Values Examination In Art Curricula Construction From Owatonna To Today, Carol S. Jeffers Jan 1987

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 …

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Arts In Other Places: A Conference Critique, Doug Blandy, Kristin G. Congdon Jan 1987

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.

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Preface And Table Of Contents Jan 1987

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.

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The Sociological Implications Of Henry Schaefer-Simmern’S Theory And Research Leading Toward An Integral Theory Of Art Education, Roy E. Abrahamson Jan 1987

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 …

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Preface And Table Of Contents Jan 1986

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.

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Attitudes Of Three Urban Appalachian Teenagers Toward Selected Early Modern American Paintings, Bonnie Southwind Jan 1986

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 …

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Issues Posed By The Study Of Folk Art In Art Education, Kristin G. Congdon Jan 1986

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.

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The People’S Show: Promoting Critical Response, Mary Stokrocki Jan 1986

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 …

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Seeing Eye To I: Perceptual Development And Sense Of Self, Charles G. Wieder, Mary Ann C. Gray Jan 1986

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.

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The Pervasiveness Of Culture: Significance For Art Education, Barbara A. Boyer Jan 1986

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.

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The Feldman Method Of Art Criticism: Is It Adequate For The Socially Concerned Art Educator?, Tom Anderson Jan 1986

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 …

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The Feldman Approach: A Catalyst For Examining Issues In Art Criticism Instruction, Karen A. Hamblen Jan 1986

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 …

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Various Applications Of The Feldman Method, Jack Hobbs Jan 1986

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 …

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Feldman On Feldman, Edmund Feldman Jan 1986

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 …

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Professional Networking In Art Education, Karen A. Hamblen Jan 1986

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 …

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The Journal Of Social Theory In Art Education Jan 1986

The Journal Of Social Theory In Art Education

Journal of Social Theory in Art Education

No abstract provided.

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Children’S Views On Art In The Primary Grades, K-3, Nancy R. Johnson Jan 1986

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 …

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Audience Discussion Jan 1986

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.

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Preface And Table Of Contents Jan 1985

Preface And Table Of Contents

Journal of Social Theory in Art Education

The membership of The Caucus on Social Theory and Art Education has identified the need to raise questions about issues that affect the teaching of art from a critical knowledge of its social ramifications. The papers in BULLETIN NUMBER FIVE acknowledge the importance of looking at art teachers, looking at ourselves, to gain perspective on the art education process as a socially relevant experience.

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Art As A Social Study: Theory Into Practice, Graeme Chalmers Jan 1985

Art As A Social Study: Theory Into Practice, Graeme Chalmers

Journal of Social Theory in Art Education

The concept of dialogue is one that is rarely applied in art education. The attitude prevails that teachers of art know what is best, that students are ignorant of "real" art, that student aesthetic experiences are trivial or worthless, and so they, the teachers, settle for a curriculum and teaching approach that reaches less than 5% of the students. The remaining 95% plus are regimented in activities less meaningful than Trivia Pursuit or are ignored altogether. Dialogue is not one sided. For knowledge to take place, the learner must have access to meaning and meaning cannot be handed down like …

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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 …

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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 …

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The Art Educator As Disenfranchised Intellectual: A Problem Of Social Legitimation, Karen A. Hamblen Jan 1985

The Art Educator As Disenfranchised Intellectual: A Problem Of Social Legitimation, Karen A. Hamblen

Journal of Social Theory in Art Education

In this paper the occupational role and options of art educators are examined with the discussion generally limited to those art educators that have doctorates or prospects of university employment. On the basis of a theory that artistic knowledge comprises a form of cultural capital, it is proposed that the art educator is able to exercise power to the degree aesthetic capital is legitimated in modern society. It is further proposed that the art educator is particularly vulnerable to the Western world view wherein conditional legitimation is given to affective knowledge modalities and nonquantifiable learning. As a result, art educators …

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Hold The Pickles, Hold The Lettuce, Special Orders Do Upset Us: The Franchise System In American Art Education, Tom Anderson Jan 1985

Hold The Pickles, Hold The Lettuce, Special Orders Do Upset Us: The Franchise System In American Art Education, Tom Anderson

Journal of Social Theory in Art Education

I have a history of advocating locally specific art content as very important to the construction of art curricula. This position arises from my readings in the area of socially contextual aesthetics. By art content I mean not only thematic content but also formal qualities, media, and technical execution all of which contribute to an artwork's style. By locally specific art content I mean the style of the work as it arises from a specific place at a specific time, and which in some way reflects the collective consciousness of the culture or subculture of the work's genesis. If one …

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The Journal Of Social Theory In Art Education Jan 1985

The Journal Of Social Theory In Art Education

Journal of Social Theory in Art Education

The membership of The Caucus on Social Theory and Art Education has identified the need to raise questions about issues that affect the teaching of art from a critical knowledge of its social ramifications. The papers in BULLETIN NUMBER FIVE acknowledge the importance of looking at art teachers, looking at ourselves, to gain perspective on the art education process as a socially relevant experience.

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Cultural Knowledge: The Unrecognized Responsibility Of Art Education, Helen J. Muth Jan 1985

Cultural Knowledge: The Unrecognized Responsibility Of Art Education, Helen J. Muth

Journal of Social Theory in Art Education

Art educators are a subgroup within the larger culture whose role it is to communicate information and skills in the visual arts for guiding individuals to find greater personal satisfaction in the visual arts, to gain knowledge of the visual arts as areas of specialized interest, and to become aware of the contribution the visual arts make to their cultural heritage. This paper proposes that the kinds of information that future art teachers gain while training in their specialized area fails to prepare them adequately for their role. A parallelism discovered in the work of cultural geographer, Yi-Fu Tuan (1974) …

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Thought On Social Contextualism In Art And Art Education, Tom Anderson Jan 1985

Thought On Social Contextualism In Art And Art Education, Tom Anderson

Journal of Social Theory in Art Education

Art as a manifestation and reflect ion of culture has been clearly established. Discussions of various depth on the subject are available in many general art education texts. However, the concept of art as a reflection of culture may take many forms and thus has the potential for ambiguity. Culture, as defined by the social sciences, is the complex of knowledge, beliefs, mores, customs, laws, and social institutions held by human beings as a part of society. Culture, in this sense, does not refer to what is commonly known as high culture, except as high culture is included in the …

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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 …

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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.

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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.

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