Ellen Winner
- Published in print:
- 2022
- Published Online:
- April 2022
- ISBN:
- 9780190061289
- eISBN:
- 9780190061296
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190061289.001.0001
- Subject:
- Education, Early Childhood and Elementary Education
An Uneasy Guest recounts how art education has been conceptualized, justified, and taught in the United States while all the time being a marginalized and vulnerable presence in our schools. The ...
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An Uneasy Guest recounts how art education has been conceptualized, justified, and taught in the United States while all the time being a marginalized and vulnerable presence in our schools. The teaching of art has often been justified in terms non-art outcomes. In the 19th century children dutifully copied, line by line, pictures given to them by their teachers; the goal was to develop drawing skills for industry. In the first part of the 20th century, with the rise of John Dewey-inspired progressive classrooms, children were encouraged to express themselves freely; now the goal was to nurture the artist in the child and promote emotional well-being. Later, with the accountability movement, art education was justified in terms of its putative ability to raise standardized test scores. Since the 19th century, there have been recurrent pendulum swings between progressive and traditional approaches to art education in the United States. These swings are documented in this book along with vivid comparisons to the traditional approach the author observed in China (much like the American 19th century approach) and also to the progressive approach the author observed in preschools in Northern Italy. In the face of this uncertain past, 21st century art education has exploded with a wealth of new ideas aligned with—but going far beyond—the progressivism of the early 20th century. This book documents what art education in America used to be, and portrays how it can become a strong and central presence in the schools of tomorrow.Less
An Uneasy Guest recounts how art education has been conceptualized, justified, and taught in the United States while all the time being a marginalized and vulnerable presence in our schools. The teaching of art has often been justified in terms non-art outcomes. In the 19th century children dutifully copied, line by line, pictures given to them by their teachers; the goal was to develop drawing skills for industry. In the first part of the 20th century, with the rise of John Dewey-inspired progressive classrooms, children were encouraged to express themselves freely; now the goal was to nurture the artist in the child and promote emotional well-being. Later, with the accountability movement, art education was justified in terms of its putative ability to raise standardized test scores. Since the 19th century, there have been recurrent pendulum swings between progressive and traditional approaches to art education in the United States. These swings are documented in this book along with vivid comparisons to the traditional approach the author observed in China (much like the American 19th century approach) and also to the progressive approach the author observed in preschools in Northern Italy. In the face of this uncertain past, 21st century art education has exploded with a wealth of new ideas aligned with—but going far beyond—the progressivism of the early 20th century. This book documents what art education in America used to be, and portrays how it can become a strong and central presence in the schools of tomorrow.
Cromwell and Ireland
Cross-Channel Modernisms
Egypt 1919
The Ideology of Democratic Athens
The Invisibilities of Political Torture
The Other Side of Glamour
The Oxford History of Phonology
Performing Robert Burns
The Persian Presence in Victorian Poetry
