Art Education Commons^™

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

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

Journal of Social Theory in Art Education

No abstract provided.

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

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

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

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

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

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

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

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

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 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 …

Activities In World History For Artistically Talented Students, Brenda Peck Oliver

UNF Graduate Theses and Dissertations

The unique characteristics and needs of artistically talented students were explored. World history students at the Douglas Anderson School of the Arts were used as a test group for the utilization of a variety of art forms in teaching world history. Lesson plans using art media for each unit of study in world history were constructed. Students responded to each lesson by completing an attitude survey. The conclusion was that the use of a variety of art in world history increased student interest and motivation. The increased student motivation resulted in a failure rate of approximately 5%, significantly lower than …

1987 Portfolio, Risd Archives, Center For Student Involvement (Csi)

RISD Yearbooks

No abstract provided.

Dangerous 'Preservation' In Malaysia, Paul Faulstich

Pitzer Faculty Publications and Research

A recent article appeared in a daily newspaper of Kuala Lumpur reports on alarming preservation measure that the Muzium Negara intends to implement at the Gua Tambun rock art site. They must be halted immediately if the rock paintings are to remain in a pristine state.

Risd Voice April 1, 1986, Students Of Risd, Risd Archives

All Student Newspapers

RISD Voice was a long-running student newspaper that ran through the 1980s. This issue, dated April 1, 1986, includes articles on a recent lecture by Jack Beal criticizing non-representational art, late night activities in Providence, and a prostitution sting operation at Brown, along with editorials, illustrations, notices, and advertisements.

Risd Voice March 1, 1986, Students Of Risd, Risd Archives

All Student Newspapers

RISD Voice was a long-running student newspaper that ran through the 1980s. This issue, dated March 1, 1986, includes articles on divesting from South Africa and a Koko Taylor concert, along with letters to the editor about the new RISD Voice mission and issues with the RISD Library, editorials, comics, notices, and advertisements.

Risd Voice January 18, 1986, Students Of Risd, Risd Archives

All Student Newspapers

RISD Voice was a long-running student newspaper that ran through the 1980s. This issue, dated January 18, 1986, includes articles on the Rhode Island Public Interest Research Group and new theater performances at Brown, along with a letter to the editor about the RISD Library, an excerpt from Baroness Karen Blixen's memoirs, editorials, comics, notices, and advertisements.

Using Music To Teach Spanish, Isabel Lowrie Childs

MA TESOL Collection

The purpose of this project is to discuss different ways for teachers to use songs in language class, specifically in Spanish classes. The paper contains three sections for beginning, intermediate, and advanced levels.

At the beginning of each of the three sections I have written an introduction stating why the songs are appropriate for that level. Each song also has an introduction consisting of a title page which includes a brief description and comments on why I chose the song. Each song is presented with a breakdown of all the lexical items and grammatical structures found in the song. Following …

A Resource Guide To The Art Of The Puyallup/Nisqually Indians, Peggy Dionne Clark

All Graduate Projects

This project concerned the availability of resource material to teachers of units on Northwest Indians. The project evolved as a result of the strong belief of the researcher that a distinction should be made between the tribes of the southern Puget Sound area, and their neighbors to the north. A resource guide to the art of the Puyallup/Nisqually Indians was developed and used in the classroom of the researcher. Recommendations and suggestions for use were included in the resource guide.

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

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

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

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

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

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

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

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 …