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Art Education Commons

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1987

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Full-Text Articles in Art Education

From St. Petersburg To Krushchev's Boot, James O. Barnhill, Justin Kerr, Edward Guttman, Caroline Provost, Jennifer Bull, Marguerite White, Nancy Bach, Steve Overman, Josh Pearson, Jean Wasil, Mark Borok, Vivienne Cho, Karen Frishmann, Heather Firth, Lisa Hurwitz, Treva Offutt, Beth Whitney, Sarah Bishop, Richard Ross, Cara Reische, Walter Clarke, Rene Dimanche Jr., David Ross, Malcom Coelho, Andrew Sklar, Michael Wodkowski, Susan Ockerse, Paul Scagnetti, Martha Crawford, Holly Su Heerens Nov 1987

From St. Petersburg To Krushchev's Boot, James O. Barnhill, Justin Kerr, Edward Guttman, Caroline Provost, Jennifer Bull, Marguerite White, Nancy Bach, Steve Overman, Josh Pearson, Jean Wasil, Mark Borok, Vivienne Cho, Karen Frishmann, Heather Firth, Lisa Hurwitz, Treva Offutt, Beth Whitney, Sarah Bishop, Richard Ross, Cara Reische, Walter Clarke, Rene Dimanche Jr., David Ross, Malcom Coelho, Andrew Sklar, Michael Wodkowski, Susan Ockerse, Paul Scagnetti, Martha Crawford, Holly Su Heerens

Programs

Program for the first annual RISD Cabaret held in Memorial Hall. Design and layout by Justin Kerr.


Democracy And Education At The Barnes Foundation, Margaret Hess Johnson Jan 1987

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.


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.


Enculturation And Teacher Education In Art, Jessie Lovano-Kerr Jan 1987

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 ...


Sue Williamson: The Artist’S Struggle Toward Freedom In South Africa, Betty Laduke Jan 1987

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 ...


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 ...


The Journal Of Social Theory In Art Education Jan 1987

The Journal Of Social Theory In Art Education

Journal of Social Theory in Art Education

No abstract provided.


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 ...


Social Purposes Of Art Education, Robert J. Saunders Jan 1987

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 The Visual Arts Curriculum, Nancy R. Johnson Jan 1987

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.


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.


Folk Art In Art Education: Toward A General Theory Of Art As A Social Institution, James Noble Stewart Jan 1987

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 ...


Responding To Johnson, Saunders, And Lovano-Kerr, Ronald N. Macgregor Jan 1987

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 ...


Thinking The Right Stuff: Types Of Academic Reality In Art Education, Karen A. Hamblen Jan 1987

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 ...


Social Factors In Nineteenth Century Art Education: A Comparison Between Nova Scotia’S Public And Private Schools, Donald Soucy Jan 1987

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.


Mentor's Introduction, Cathy Mullen Jan 1987

Mentor's Introduction, Cathy Mullen

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.


A Husserlian Phenomenological Investigation Of The Lived Experience Of An Art Educator And Children, Alan Wilson Jan 1987

A Husserlian Phenomenological Investigation Of The Lived Experience Of An Art Educator And Children, Alan Wilson

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.


Mentor's Introduction, Betty Jo Troeger Jan 1987

Mentor's Introduction, Betty Jo Troeger

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.


Art In General Education, 1870-1900: The Introduction Of Three-Dimensional Art Reproductions Into The Public Schools Of The United States, James Mcnutt Jan 1987

Art In General Education, 1870-1900: The Introduction Of Three-Dimensional Art Reproductions Into The Public Schools Of The United States, James Mcnutt

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.


Mentor's Introduction, Gilbert Clark Jan 1987

Mentor's Introduction, Gilbert Clark

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.


Excellence In Education. Excellence In Art Education?, Karen Thomas Jan 1987

Excellence In Education. Excellence In Art Education?, Karen Thomas

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.


Identifying Factors Related To Guidance Counselors' Attitudes Toward Visual Arts Programs In Public Schools, Pamela Gill Jan 1987

Identifying Factors Related To Guidance Counselors' Attitudes Toward Visual Arts Programs In Public Schools, Pamela Gill

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.


Johannes Itten: Master Teacher And Pioneer Of Holistic Learning, Kathleen Skukair Jan 1987

Johannes Itten: Master Teacher And Pioneer Of Holistic Learning, Kathleen Skukair

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.


The Effect Of Free And Exemplar Sorting Strategies On The Perception Of Visual Structure Found In Nonobjective Paintings, Anna Kindler Jan 1987

The Effect Of Free And Exemplar Sorting Strategies On The Perception Of Visual Structure Found In Nonobjective Paintings, Anna Kindler

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.


Mentor's Introduction, Marilyn Zurmuehlen Jan 1987

Mentor's Introduction, Marilyn Zurmuehlen

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.


Reasons For Not Forgetting, Steve Mcguire Jan 1987

Reasons For Not Forgetting, Steve Mcguire

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.


Mentor's Introduction, Larry A. Kantner Jan 1987

Mentor's Introduction, Larry A. Kantner

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.


Review Of Program Options For Gifted And Talented In The Visual Arts, Mark Jones Jan 1987

Review Of Program Options For Gifted And Talented In The Visual Arts, Mark Jones

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.


Toward A Theory Of Supervisory Practice For Discipline-Based Art Education, Katherine Schwartz Jan 1987

Toward A Theory Of Supervisory Practice For Discipline-Based Art Education, Katherine Schwartz

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.


Reflective And Reflexive Approaches To Microcomputer Graphics: A Study Comparing Logo Turtle Graphics Programming And Paint Graphics Software In Teaching Art Concepts To Sixth Grade Students, Kenneth Sakatani Jan 1987

Reflective And Reflexive Approaches To Microcomputer Graphics: A Study Comparing Logo Turtle Graphics Programming And Paint Graphics Software In Teaching Art Concepts To Sixth Grade Students, Kenneth Sakatani

Marilyn Zurmuehlen Working Papers in Art Education

No abstract provided.