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Articles 511 - 523 of 523
Full-Text Articles in Art Education
A Socially Relevant Art Education, Lanny Milbrandt
A Socially Relevant Art Education, Lanny Milbrandt
Journal of Social Theory in Art Education
In view of the foregoing arguments for art education in a social context one might ask: do art educators bear a responsibility for the shaping of a society? If one agrees that such a responsibility is within our jurisdiction, the next question must be: what is our potential sphere of influence and activity in this realm of responsibility and how do we get on with the job? Art educators must develop a commitment to socially responsive goals and take active roles to enable those goals to be realized.
The Journal Of Social Theory In Art Education
The Journal Of Social Theory In Art Education
Journal of Social Theory in Art Education
Art Education that is socially relevant and responsible is the shared goal that brought a group attending the 1979 National Art Education Association Convention to form the Caucus on Social Theory and Art Education. Since then the Caucus has expanded both its membership and its endeavors to focus the art education profession on the importance of critical socio-cultural understanding. This issue of the BULLETIN, our second, reflects the progress we have made. Twice the size of the inaugural issue, this BULLETIN includes twelve of the many papers on the Caucus Program at the 1981 NAEA Convention. The ideas and issues …
Participant Observer As Critic, Robin R. Alexander
Participant Observer As Critic, Robin R. Alexander
Journal of Social Theory in Art Education
Participant observation is a term used to denote a group of research techniques which anthropologists, sociologists, other social scientists, and in this case, critics, use to collect data in natural settings. By critics, I mean educational critics who utilize the paradigm of aesthetic criticism in their evaluation of education situations. From the several appropriate techniques for gathering data for educational evaluations, many educational critics choose participant observation techniques. This paper centers on 1) the similarities and differences between critics' and other researchers' use of participant observation techniques and 2) the differences between their research products.
Why Art Education Lacks Social Relevance: A Contextual Analysis, Robert Bersson
Why Art Education Lacks Social Relevance: A Contextual Analysis, Robert Bersson
Journal of Social Theory in Art Education
Contemporary art education is individual - focused (i.e. self-centered) to the almost complete exclusion of larger social concerns. This is true whether the art education is child-centered, discipline-centered, Rockfeller (Coming to Our Senses) - centered, or competency-based. The primary concern, notwithstanding differences, is on individual artistic productivity and, to a lesser degree, on personal aesthetic response. The enormous untapped potential of art education - and ninety-nine percent of us will be viewers and consumers, not artists - is in the social dimension. Critical understanding of the dominant visual culture - often dehumanizing in its effect, multicultural understanding through art, and …
The Image-Making Picture Art Process – Exploring The Social Dimension, Bruce Breland
The Image-Making Picture Art Process – Exploring The Social Dimension, Bruce Breland
Journal of Social Theory in Art Education
The basic assumption is that every artist works in the present. The objects (Art) that he produces are lessons about the environment which he wears like a mask. The artist through his mask, his art, his idiosyncratic set of goggles, is very much a part of the present. The artifact (Art) which the artist produces describes his world and, as a consequence, anticipates the future. Most artists are unaware of the critical role they play (few would admit to a status that resembles that of a social navigator). They, like most of us, do not think of the objects (art) …
Contemporary Sociological Theory And The Study Of Art Education, Nancy R. Johnson
Contemporary Sociological Theory And The Study Of Art Education, Nancy R. Johnson
Journal of Social Theory in Art Education
These contemporary theories in sociology could be useful in the study of art education. All of them focus upon meanings, interpretations, social context, beliefs, and interaction. What is significant is how people describe life in the world. They also describe human beings as persons who have personalities that are unique and which are not entirely manifestations of physiological processes. Human beings are seen as initiators of action and as creative agents. These premises about human beings seem to me to be ones that validate art.
Established Ways Of Thinking, Jack Hobbs
Established Ways Of Thinking, Jack Hobbs
Journal of Social Theory in Art Education
The following paper was presented by Jack Hobbs as a part of a panel discussion, "Toward a Socially Progressive Conception of Art Education," at the 1980 conference in Atlanta. As stated in the program: "Given the proposition that contemporary art education places insufficient emphasis on the interrelationship between art and society, the panelists will attempt to define what a 'socially relevant' or 'socially progressive' art education is or might be." However, Hobbs (the first presenter on the panel) attempted to show how present-day attitudes in art education do not favor such a direction. Besides Hobbs, the panel consisted of Robert …
Editor's Note And Table Of Contents
Editor's Note And Table Of Contents
Journal of Social Theory in Art Education
The following papers were presented during the inaugural session of the Caucus on Social Theory and Art Education during the National Art Education Association Conference in Atlanta, Georgia, 1980. Peter Helzer and Ellen Kotz from the University of Oregon and Robert Bersson from James Madison University have compiled and edited these papers to show the diverse range of concerns of members of the Caucus. We hope these papers will stimulate contributions and dialogue that will expand in the years to come.
The Journal Of Social Theory In Art Education
The Journal Of Social Theory In Art Education
Journal of Social Theory in Art Education
The following papers were presented during the inaugural session of the Caucus on Social Theory and Art Education during the National Art Education Association Conference in Atlanta, Georgia, 1980. Peter Helzer and Ellen Kotz from the University of Oregon and Robert Bersson from James Madison University have compiled and edited these papers to show the diverse range of concerns of members of the Caucus. We hope these papers will stimulate contributions and dialogue that will expand in the years to come.
Needed: A New View Of Art And Emotions, Ann Sherman
Needed: A New View Of Art And Emotions, Ann Sherman
Journal of Social Theory in Art Education
Progressives have often neglected or purposely ignored the role of art and emotions in their analyses. Recently, however, critical theorists like Max Horkheiner and Theodore Adorno have focused on the place of the "subjective" (which usually includes art and emotions) in the economic framework of society. That such individuals have attempted to include art and emotions in their broad political/economic dimension is especially important for progressive art educators to pursue at this point in history. Art therapy programs which do not include a political/economic analysis of the images produced or the emotions expressed are becoming a significant entity within our …
Introduction: “Toward A Socially Progressive Conception Of Art Education”, Robert Bersson
Introduction: “Toward A Socially Progressive Conception Of Art Education”, Robert Bersson
Journal of Social Theory in Art Education
Given the range and subtlety of our cultural conditioning, art education must, of necessity, become critical. It must place critical cultural literacy in the heart of its theory and practice. Cultural literacy does indeed open the way to personal and social emancipation. It brings in its enlightening wake the preconditions of emancipation, knowledge and freedom: knowledge and freedom to think, feel, and perceive as human individual and not as manipulated social products; knowledge and freedom to experience and create forms of visual culture which are liberating rather than enslaving; knowledge and freedom to conceptualize and build toward a more aesthetic, …
Technological Metaphors In The Contemporary Landscape, Ellen Kotz
Technological Metaphors In The Contemporary Landscape, Ellen Kotz
Journal of Social Theory in Art Education
"First we build our buildings and then our buildings build us," Churchill once said. A Walt Whitman poem describes a similar relationship between buildings and the people who live in them: "A child went forth," and the first thing he saw he became on that day, and from that day forward. These two statements express different aspects of the metaphorical and symbolic level of form and our capacity to shape our environment according to our values, culture, and aspirations. Often our forms are pregnant with meaning that we don't understand. The buildings and environmental forms we shape in turn shape …
Statement For Social Theory Caucus, Vincent Lanier
Statement For Social Theory Caucus, Vincent Lanier
Journal of Social Theory in Art Education
In 1959, when C. Wright Mills made the statement quoted above, the dominant pathway to insight about human behavior was psychological. This situation appears to have been as true in art education as in any other discipline. Our primary conception about what art could do for people was creativity and our pedagogy for attaining this bounty was studio production, uninterrupted by other activities. Writers such as MIlls provided us with another dimension for the study of human behavior, and specifically, behavior in art. It is not that the psychological approach was then or is now incorrect, but rather that it …