Art Education Commons^™

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

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

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 …

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

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.

1986 Portfolio, Risd Archives, Center For Student Involvement (Csi)

RISD Yearbooks

No abstract provided.

Integration Of Visual Art With Other Subjects In The Illinois High Schools, Laura Lynn Pottala-Irle

Masters Theses

The true nature of this work is to show that integration of visual art is taking place in the Illinois High Schools. This conclusion is the result of a survey sent out to a group of Illinois High Schools. The results show that the Central and Southern Illinois High Schools have more integration of academic subjects incorporated in their curriculum compared to Northern Illinois High Schools. Yet integration of other art subjects are taught more in the Northern Illinois High Schools then the Central or Southern Illinois High Schools. Physical Education proved to be the subject least likely to be …

Risd Voice May 22, 1985, Students Of Risd, Risd Archives

All Student Newspapers

RISD Voice was a long-running student newspaper that ran through the 1980s. This issue, dated May 22, 1985, includes articles on the resignation of Al Wunderlich and the future of the Painting department, the resignation of Tom Ewens from Liberal Arts, the Student Board, VE/Memorial Day, a student trip to Morocco, the embargo on Nicaragua, and rock and roll band The Cramps, along with editorials, comics, notices, and advertisements.

Risd Voice April 26, 1985, 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 26, 1985, includes articles on Freshman Foundation professor Lee Dajasu, alternative school School One in Providence, a lecture on toxic effects of art materials and precautions, and a new album by The Sisters of Mercy, along with editorials, comics, notices, and advertisements.

Integrating Art Into The Basic Elementary School Curriculum, Patricia A. Bastiaans

Theses Digitization Project

No abstract provided.

Guide For A General Art Program For Secondary Students Of Kelso School District, Elana Talent Carpenter

All Graduate Projects

It is the purpose of this guide to offer a program of art studies suitable for all students of Kelso High School. Due to a lack of free elective time, students have not been able to schedule needed art courses. The activities and information in this guide are designed to re-establish some basic art knowledge into the required course curriculum.

An Annotated Bibliography Of Art Literature For Grades Four Through Eight, Shelly A. Johnson

Graduate Research Papers

The visual arts, a discipline, with a history and knowledge base is a required component of the elementary and middle school curriculum. In order to learn the language of visual symbols resources are needed. The assumption that books which deal with various topics spanning the spectrum of art will provide a link between visual and verbal information and provide, in part, necessary assistance to students in their study of art is the premise on which this research paper is based.

As a result of research into available art related books at three school libraries, one public library and one university …

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.

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 …

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 …

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 …

Graduate Bulletin, 1985-1987 (1985), Moorhead State University

Graduate Bulletins (Catalogs)

No abstract provided.

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 …

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 …

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.

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) …

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 …

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 …

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.

Teaching Values Through Drama, Greta Berghammer

Faculty Publications

One dramatic technique to aid students in their discovery of values and value systems is "theatre-in-education" (TIE); a theatre event that takes place in schools; with actors working through roles for and with children. TIE aims to fuse education and theatre by having team members function as both teachers and actors; and the audiences of young people participate as both themselves and characters. TIE programs can be grouped into five categories ranging from full participation (category I); to full performance (category V). Topics that can be explored through TIE are personal freedom; peer pressure; and racial tolerance; leading students to …

1985 Portfolio, Risd Archives, Center For Student Involvement (Csi)

RISD Yearbooks

No abstract provided.

Effect Of Professional Training Of The Secondary Art Teacher On The Quality Of Learning Experiences Provided In The Art Program, Julie D. Mcaloon

UNF Graduate Theses and Dissertations

An art teacher currently acquires professional training through one of two schools: the department of education or the department of fine arts. Do the differences in training of the art teacher affect the quality of learning experiences provided in the secondary art program? A questionnaire was designed to survey the type of professional preparation of the teacher, as well as specific aspects of his or her art program. The survey was mailed to 85 secondary art teachers in the surrounding area. Surveys returned were grouped according to background: teachers having a degree in education and teachers having a degree in …

Risd Voice November 7, 1984, Students Of Risd, Risd Archives

All Student Newspapers

RISD Voice was a long-running student newspaper that ran through the 1980s. This issue, dated November 7, 1984, includes an interview with President Thomas Schutte, Halloween costume awards including Most Original for Brian Selznick, a sports column, editorials, comics, news articles, and advertisements.

Risd Voice October 24, 1984, Students Of Risd, Risd Archives

All Student Newspapers

RISD Voice was a long-running student newspaper that ran through the 1980s. This issue, dated October 24, 1984, includes articles on Director of the Academic Computer Center Sean Keating, a new advocacy group Architects for Social Responsibility, Brown students' perceptions of RISD students, freshmen at RISD, and an upcoming concert by David Van Tieghem, along with editorials, comics, notices, and advertisements.