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The HIstory In Art Education By Efland Chapter 7 ((Teaching Art: The…
The HIstory In Art Education By Efland Chapter 7
Teaching art: The Expressive Stream
The Discovery of child art
Frank Cizek
Cizek's Method
Cizek
more extreme
Rousseau
Insisted in avoiding the adult influence
he entered Vienna Academy of Fine art at the age of 20
he later became acquainted with architects, designers and painters
Viola 1936 stated that Cizek made his momentous discovery about child art when he was a beginning art student
Cizek was strongly opposed by the conventional art teachers of his day
Method of Taking The Lid Off
a teacher must give his pupil strictly correct ideas if they are to get a solid basis of their work
He did not introduced children with adult ideas that he considered inappropriate
Marion Richardson
In her schools she studied with Catterson Smith
she stated that one should rely on one's visual powers rather then skills of hand
in order to develop strong mental images of the subject prior to drawing of painting passed over into her own teachers
Using vivid language she would describe landscapes, skies, and a green grocery store
Florence Cane
she viewed art as important for psychological development
painting teacher at Walden
she attended free use of body
Natalie Cole
he believed it was nessecery to motivate childern through discussion and build-up
The child must have a thrush of emotions and ideas due to which they want to paint before they can paint well
Cole tended towards discussions
he discussed that when a child is full of ideas his picture will spill out somewhere and its the teachers job to help keep it coming by giving it praise and encouragement
she themed the lessons based on their actual experience
Victor D' Amice
Two aspects of teaching methodology
To help childern recognize their own experienceas a source of inspiration
The second was to help make the child conscious of art Values
The teachers should relate their instructions to the needs and interest of the children
If one wants to understand human evolution they should study the child development
The growing child reenacted the drama of cultural evolution
best way to understand child art is to study primitive art
primitive art was an expression of an art style in its early phases
A style with the potential of development
Macdonald noted that among the forms of primitive art that came o be recognized was the art of children
-The Artist Teacher
1920 till 1940 a number of individuals were developing creative self expression
Taught at private progressive schools
rarely taught at collage s
The all in their own way contributed to teaching methodological development
believed that ever child is an artist with innate desire to express
they could be best taught by artist them selves that know the sensitivity of the subject
as the primitive art started getting accepted as worthy of serious considerations child art also began to be taken seriously
Frank Cizek
First artist that claimed that art made by children had intrinsic value
Cizek along with Marion Richardson along with their counterparts in the US began to establish and art pedagogy
Premise to the Pedagogy: that childrare artists and their art also has inherently valuable
The newer pedagogy became known as free expression.
Critique of Dow by Rugg and Shumaker
Teaching Art: The Reconstruction Stream
Art Education during Great Depression
Characteristics
The Owatonna Art Education Project
Owatonna's School Art Program
Impact of the Project
Integration of Art with other studies
Criticism of Integrated Programs
The industrial Arts Program at the Fildston School
focus on a curriculum that highlights social reform as the aim of education.
believe that systems must be changed to overcome oppression and improve human conditions
Freire saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world.
curriculum focuses on student experience and taking social action
It should prepare children to take part in the management of their living condition
Dewey
The concept of experience as the stuff that brings about the reconstructions of knowledge and ultimately social institutions
discussed art as experience
Owatonna's School Art Program
The Progressive Education Movement
Before World War I the educators were registered to the idea of acheiving social efficiency through scientific methods, such as curriculum development, testing and surveys
these methods resulted in standardization of educational practices and concurrent shifting of innovation
Innovation Schooling experiments occured under private auspices
Some were described in John and evelyn Dewey's Schools of Tomorrow
the school was a cluster of needed reforms in american education
Its principles were amplified in Dewey's classic volume, Democracy and Education 1916/1953
world war I caused a pause to the reforms
The war revealed many shortcomings that the schools had failed the notion
The experiment represented the return to the tradition of Rousseau, Pastalozzi and Froebel
The activities programs of these schools resembled actual life conditions
ascribed great importance to children interests
Status of ARt Teaching in the schools
Art supervision In the schools
low supply
class teacher were teaching art with the supervisors advise
Art in senior and Junior High schools
the departmentalization of the curriculum created opportunities for art teachers
schools art programs extended
growth in student rate in schools
The shift from concern to study acceptance
programs were biggning to change
discussed social adjestment
American Art during Interwar Era
The Variety of perspectives
The Fortieth Yearbook
The Armory Show Introduced American artists to eurepean avantgarde art
Influence can be observed in the works of Milton Avery, John Marin, Stuart Davis, Ben Shahn, Arthur Dove, Charles Sheeler
However American art remained conservative
The armory show and the great depression had defected to an art for art sake's exclusiveness
After a month of the wall street crash new museums opened in America placing and exhibiting modern art along with several other old museums
Displaying the works of Artists such as Van Gogh, Seurat, Cezanne, and Gauguin
In the years between 1933 and 1943 WPA of the New Deal began to take interest in the artists initially providing them relief upon unemployment
The Bauhaus In Germany 1919
Curriculum and Method
Impact of the Bauhaus
Nazi regime closed the school causeing the faculty to scatter
by the end od WW2 the Bauhaus style of architecture had become known as the international style
The exploratory activities of the foundation course was added to textbook such as Vision in Motion by Moholy Nagy
THe life drawing course was now supplanted by the basic design
Criticism of the Bauhaus
Bauhaus style was in a sense against style per se.
in order to free the students its functional bias imposed an orthodoxy of its own
caused sameness in design
the functionalist aesthetic of Bauhaus architecture created an urban environment
the most american art and architecture students
after the WW1 it was surprising that the art school known as the Bauhaus was to become the one school in the world catering to problems od design
all the modern art movements in europe were opposed to the academy
Its primary attempt was to train artists, craftsman and designers on a rational footings
workshop instructions such as sculpture, carpentry, metal, pottery and stained glass
Two Phases of curriculum development
A second group of form problems included geometric description, construction techniques , the drawing of plans and model building
The third group of form problems dealt with the theory of space, color and design
Inspired by Wiliam Moris and asrt and crafts movement
Its most influential course was the foundation course
it gave them the understanding of nature's of material and to acquaint them with materials
the students were accessed regarding there capabiility on the baces of this course
upon completion the students were admited in one of the workshops
after the three year apprenticeship the student was eligible to take the journeyman's examination
means of acquiring artistic expression
Visual Art In higher education
Professional studies
Art History
The Scientific Movement
Psychological movement of Artistic Aptitude
applkication of science in arts was crearly represented
the first intelegence test included tasks verbal and methamatical reasoning abilities, drawing and design judgement and rarely human intelligence
Researcher later concluded that art did not correlate with general intelligence
Zimmerman 1985
she demonstrated that the aptitude in the visual arts is controlled by special talents rather then intellectual ability
She stated that general intelligence could be determined by analyzing children's' drawings of people
she insisted that her test measured the details the child remembered and portrayed into the drawings.
Thus the possession of drawing ability did not effect or be effected by intellectual ability
Scientific Approach to curriculum planning
Franklin Bobbitt published 1924 How to Make a Curriculum
The goal of educational science is to construct a general blueprint of all educational activities
Education is a preparation phase for adulthood and so the curriculum should be designed to do so
he critiqueq that although art is not usefull for everyone but they do need to exercise it in order to develop a vision for their everyday lifes selections.
he focused on the current standing and circumstances
The scientific movement although popular had very minimal impact on teacing of art
The expressive ideology
Influence on educators
artists and educators expressed deeply felt truth about the world
Caroline Pratt's saw children as artists , each with an intense desire to express
Malcom Cowley's description of village during the 1920's
SALVATION BY THE CHILD
he talked about its special potential which was slowly crushed by standardization
He talked about the need of self expression
suggested to abolish any law that prevented self expression
Intoxication idea of artist leaders who would unleash the true spiritual forces in the american life
The progressive pedagogy of the progressive schools was a responce of the urban intellectual properties
creative self expression gained its scientific sanction from Freudian psychology
The Child centered School Book 1928
The most widely quoted references on creative self expressions a school reform
By Harold Rugg and Ann Shumaker
They claimed Parker's and Dewey's turn of the century efforts the antecedents of the child centered school
based on the program and psychology of Lincoln School at teachers collage, Columbia University
the books pages were illustrated its children's art forms from Florence Cane's classes at the Walden school
Dewey's saw the school as a learning community that stressed both individual and collective growth living through the group activities
they called for a school close to the life around it which prepared the students to understand the society
the child centered school however was more intent to release children from social and psychological forces that constraint individual growth
Numberg had no use for social groups according to her the answers layed in the child's individual transformation
Post War Era
progressive educators attempted to base the reform on scientific research
The work of these educators did net effect art teaching directly
It however layed the ground for development of research methods for studying the nature of talent in the arts
Edward L Thornike 1922 stated for anything to exist there is some amount and to know something is to know its quantity and quality
Education can be seen in language, made things, performances and so they can be measured
The Industrial Arts program at the Fieldston School
The content was planned in cohesion
Criticism
Art was being considered the servant of other subjects
language of self expression found it way
Not given enough value
The method was stated to be able to work with extremely capable teachers
The expressionist and Re constructionist streams in art education
The reconstructionist Ideology
The period Betweem the two world wars
Freudian Psyghology helpd eliminate puritanism
Ideologies like communism, nazism, and the america first movement gained poppularity
Economic issues altered the ideas of education
In Europe the war cleared way for democratic government