Author: James Parton Haney
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 448

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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Federation council on art education. Committee on art education in the high schools of the United States
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 168

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Author: James Parton Haney
Publisher: Forgotten Books
ISBN: 9781528165709
Category : Education
Languages : en
Pages : 442

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Book Description
Excerpt from Art Education in the Public Schools of the United States: A Symposium Prepared Under the Auspices of the American Committee of the Third International Congress for the Development of Drawing and Art Teaching, London, August, 1908 Grown of just such mixed motives - ideal and practical - there has gradually come into being what may be termed an American system of teaching the arts. This deals with the work in drawing, construction and design, and with the elements of aesthetic training which are taught in primary, intermediate and high schools. With this system of teaching this volume is concerned. The constructive or manual work is treated incidentally, but an effort has been made to present the other phases of the work in the words of teachers who are doing it. Thus it is hoped to make plain the story of its growth and the spirit of its teachings. As a volume, this symposium represents a contribution of the Amer ican Committee of the Third International Congress for the Advance ment of Drawing and Art Teaching, to the interests of the meeting to be held in London in August, 1908. This, however, is but one expression of its purpose. In a broader sense, it is a contribution by the members of the profession in America to the literature of the subject, and is offered as an earnest of their desire to aid in the creation of a professional spirit which is willing to labor in unwonted fields to advance the interests of art teaching. The separate articles will, it is hoped, not only make plain to strangers the nature of the American theory and practice, but will serve to present to the thousands of art teachers throughout the United States a conspectus of the field in which they are at work. Such a view, it is believed, cannot but lend to the interests of the arts and. Through a realization of the extent and importance of the field, to a still keener professional pride and feeling of responsibility. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Author: Margaret E. Mathias
Publisher:
ISBN: 9781258924126
Category :
Languages : en
Pages : 170

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This is a new release of the original 1924 edition.

Author: United States. Office of Education
Publisher:
ISBN:
Category : Drawing
Languages : en
Pages : 1122

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Author: Peter Smith
Publisher: Bloomsbury Publishing USA
ISBN: 031303172X
Category : Social Science
Languages : en
Pages : 268

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Book Description
The ideas, people, and events that developed art education are described and analyzed so that art educators and educators in general will have a better understanding of what has happened (and is happening) to visual art in the schools. Peter Smith raises the issue of art education's inordinate emphasis on Eurocentric art. He challenges the often expressed notion that the field of education is the cause of art education's problems and proposes that confused conceptions within the art world are just as much a root of the difficulty. No other book in art education history gives such close and analytical attention to the careers of women in the field. The materials on Germanic cultural and historical influences are unequaled as is the scholarly treatment of Viktor Lowenfeld, probably the most influential single figure in 20th-century American art education.

Author: Anonymous
Publisher: Franklin Classics
ISBN: 9780342108558
Category :
Languages : en
Pages : 418

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Book Description
This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

Author: Basmat Parsad
Publisher: DIANE Publishing
ISBN: 1428928014
Category :
Languages : en
Pages : 85

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Book Description
Student access to arts education and the quality of such instruction in the nation's public schools continue to be of concern to policymakers, educators, and families. Specifically, research has focused on questions such as: To what extent do students receive instruction in the arts? Under what conditions is this instruction provided? What is the profile of arts education instructors? (Ruppert and Nelson 2006). This study is the third of its kind to be conducted by the National Center for Education Statistics (nces) in the Institute of Education Sciences (ies), U.S. Department of Education, to provide national data that inform these issues. The first study was conducted in the 1994-95 school year to provide baseline data on public schools' approaches to arts education. The second study was conducted during the 1999-2000 school year to provide broader coverage of arts education issues by collecting the first national data on educational backgrounds, professional development activities, teaching loads, and instructional practices of elementary school teachers--self-contained classroom teachers, music specialists, and visual arts specialists. To update the information from a decade ago, Congress requested that the U.S. Department of Education's Office of Innovation and Improvement (oii) and nces conduct a new study that would borrow from and build on the previous studies. This study examines many of the issues from the previous studies, including the extent to which students received instruction in the arts; the facilities and resources available for arts education instruction; and the preparation, work environments, and instructional practices of music and visual arts specialists and non-arts classroom teachers. This study also addresses emerging issues such as the availability of curriculum-based arts education activities outside of regular school hours and the presence of school-community partnerships in the arts. In addition, the current study provides broader coverage of arts education instructors by including two new surveys for secondary music and visual arts specialists. Selected indicators on arts education in public elementary and secondary schools are organized into four sections, one for each arts education subject area--music, visual arts, dance, and drama/theatre. Using its Fast Response Survey System (frss), nces conducted the surveys during the 2009-10 school year, with the two school surveys and the collection of sampling lists for the teacher surveys starting in fall 2009. frss is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The findings in this report have been chosen to demonstrate the range of information available from the frss study rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue. The findings are based on self-reported data from public school principals and teachers. Where relevant, national findings are broken out by the poverty concentration at the school, measured as the percent of students eligible for free or reduced-price lunch. Appended are: (1) Technical Notes; and (2) Standard Errors for Text Tables and Figures. (Contains 63 tables, 27 figures and 16 footnotes.) [For "Supplemental Tables to the nces Report. Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10 (nces 2012-014)," see ed530716.].

Author: Mary Ann Stankiewicz
Publisher: Springer
ISBN: 113754449X
Category : Education
Languages : en
Pages : 263

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Book Description
This book examines how Massachusetts Normal Art School became the alma mater par excellence for generations of art educators, designers, and artists. The founding myth of American art education is the story of Walter Smith, the school’s first principal. This historical case study argues that Smith’s students formed the professional network to disperse art education across the United States, establishing college art departments and supervising school art for industrial cities. As administrative progressives they created institutions and set norms for the growing field of art education. Nineteenth-century artists argued that anyone could learn to draw; by the 1920s, every child was an artist whose creativity waited to be awakened. Arguments for systematic art instruction under careful direction gave way to charismatic artist-teachers who sought to release artistic spirits. The task for art education had been redefined in terms of living the good life within a consumer culture of work and leisure.