Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Western civilization's influence
The impact of western culture
Western civilization's influence
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Western civilization's influence
Western culture had many important effects on the United States as a developing nation, and art education was no exception to this. In order to come to terms with the impact of Western culture on American art education, it is important to chronicle the progression of art education throughout Europe. Spanning centuries, the political, social, and economic development of European nations, each played an important role the philosophies of art education, which in the long run, affected American ideas concerning the subject. Thoughts about art changed and evolved in many ways over time. Efland’s The History of Art Education: Intellectual and Social Currents in Teaching the Visual Arts offers a concise history of art education, chronicling its changes and evolutions. In chapters two and three, Efland begins with attitudes towards art in the Hellenistic time period and moves forward through the Roman Empire, Middle Ages, Renaissance, and Industrial Revolution. According to Efland, during the Hellenistic time period, owning artwork related to status, to a degree, yet the artist was not considered to be an esteemed profession. The primary role of Roman education was to prepare individuals to work for the state. As a result, visual art did not play a role in formal educational practice. Moving forward in time to the Middle Ages, life revolved around faith. While art did play a role in the lives of the people, it was in the form of craft guilds. The apprentice system became more prevalent during this time period as well. It was not until the Renaissance that craft and art became separate entities. Although fine art was stressed more in the educational setting, and students were taught formal skills during this time period, it... ... middle of paper ... ...ent of art education in America. Especially because the United States is comparatively a young nation, it is crucial that we examine our practices and what influenced the development of these practices. Through the work of scholars such as Efland and Smith, it becomes increasingly clear, that the path of art education through America’s past is complex and evolving. Most importantly, it is through their research that we come to understand that the current state of art education, including its strengths and its flaws, can be traced to the events of the past that shaped it. Works Cited Efland, A. (1990). A history of art education: Intellectual and social currents in teaching the visual arts. New York, NY: Teachers College Press. Smith, P. (1996). The history of american art education: Learning about art in American schools. Westport, CT: Greenwood Press.
We are constantly being bombarded with visual culture throughout every hour of the day, though at times it may seem overwhelming and desensitizing, it is only getting more prevalent. Paul Duncum is an art educator who is corporating these aspects of visual culture in the classroom everyday and also teaching his students to do this as well. I have talked about Paul Duncum educational history, his contributions to art education, his teaching philosophy, and how I can use his beliefs and teachings in my future as an art educator. With my new found knowledge of Paul Duncum and his teaches, I hope, as a future educator to follow in his footsteps of incorporation of our society’s importance of visual art in my classroom.
Hughes, Robert. American Visions: The Epic History of Art in America. 1st ed. New York: Alfred A. Knopf, Inc., 1997. Print.
Sandy Skoglund has been in the forefront of contemporary art in the United States, as well as overseas, for nearly two decades. Her dramatic impact to the art world didn’t begin overnight. After sheer dedication to art education she received her BA degree in Studio Art in 1968 from Smith College, Northampton, Massachusetts. Upon getting her BA, she pursued further education at the University of Iowa where she received her MD. With her remarkable educational background, Skoglund decided to expand her horizons by teaching. Her teaching career grew at a rapid pace and she found herself teaching at the University of Hartford from 1973 to 1976. In late 1976, she was offered a position at Rutgers University, New Jersey, and has been teaching there ever since.
Dewey, J. Art and Education: A Collection of Essays. Pennsylvania, The Barnes Foundation Press, 1954.
Stokstad, Marilyn. Art History. New York: Prentice Hall Inc. and Harry N. Abrams Inc. 1995.
The development of the theories of art education by various theories has been influenced by the various artistic works, especially poetry. In the past few centuries, poetry has become an important element in the development of English literature and various theories on the art of education. Notably, these poetry and theories are developed by various philosophers who have contributed in the growth of the field of education and the teaching practice. Apart from contributing to the development of education and teaching practice, these works of poetry helps in understanding medieval societies and the modern society in light of the changes that have taken place. This is achieved through portrayal of cultural stereotypes, heroic
Smith, R. (1995). The question of modernism and postmodernism. Arts Education Policy Review, 96 2-12.
Edmund Burke Feldman was an Alumni Foundation Distinguished University Professor of Art at the University of Georgia. He was an art educator as well as an art historian. He has written several books about art including The Philosophy of Art Education, First Edition, 1995. The primary focus of this paper is to inform and show what Doctor Feldman thought was important to art teachers by correlating the practices of teaching art to the issues of philosophy Doctor Feldman wanted to bring together both subjects of art education and art teaching. He outlined the principle issues of art education and provided art teachers with a way of creating goals for teaching art.
Witherbee, A. (2013). Counterpoint: Education, the Masses, and Art. Points Of View: Arts Funding, 6. Retrieved April 19,2014 , from http://search.ebscohost.com/login.aspx?direct=true&db=pwh&AN=12421040&site=pov-live
The French Revolution, indeed, changed the structure of economics and social sphere of the old regime, and also the ideology of that time. In the years that followed the Revolution, the always increasing senses of both freedom and individuality were evident, not only in French society, but also in art. As stated by Dowd, “leaders of the French Revolution consciously employed all forms of art to mobilize public sentiment in favor of the New France and French nationalism.” In between all the artistic areas, the art of painting had a special emphasis. After the Revolution, the French art academies and also schools were now less hierarchical and there was, now, more freedom of engaging into new themes, not being the apprentices so tied up to their masters footsteps, not being so forced to follow them.
The value of arts in education is not really an arguable at all. When looked at objectively, it is a must, a non-negotiable, a mandate that our schools need to embrace. It’s all about the money, though, and art is seen as nonessential. Eric Jensen (2001) says, “There’s good evidence that (art) activities are not only what makes school interesting to many students, but what also can help boost academic performance”...
When thinking of school, one might imagine a place filled with students lugging around heavy backpacks full of math and English homework, teachers giving lectures on the Civil War or the functions of the cell, and classrooms full of desks and dull decorations. But, it is exactly this mindset that proves America has gone wrong when it comes to education. Instead of a learning environment in which students are constantly regurgitating information, school should be a place where new and creative thinking is encouraged. In order to achieve this, special attention should be brought to the one area that specializes in creativity the most, fine arts education. This includes drawing, painting, sculpting, theater, and music, and while some would consider
Waggoner, T. (1999). The center for educator development in fine arts. Retrieved October 12, 2004 from http://finearts.esc20.net/default.html.
“Art is the expression or application of human creative skill and imagination, typically in a visual form such as pairing or sculpture, producing works to be appreciated primarily for their beauty or emotional power.” Throughout chapter one in Artworks for Elementary teachers it discusses art that serves multiple purposes; artists in society; tribal artists and folk artist; artists, creativity, and self-expression; artists are inspired and work in different ways; artist begin early or late in life. Throughout this chapter it discusses the knowledge about artists and how their artworks can inspire elementary students. Also, help the students have a better understanding of an idea, thought, or feeling expressed in some form.
Across America, schools have been cutting arts programs to save money, because the arts are often viewed as nothing more than a hobby or pastime, but those who see it as unimportant look over the variety of arts surrounding them. Even in the subtlest of ways, art makes its way into the lives of everyone, from eye-popping commercials desperate to grab the audience’s attention, to the music played on the overhead speakers of a grocery store.