AE610: Survey of Art EducationEarly Art Education in America

Agenda

Why Art? (15 minutes) Discussion of Western Origins wiki contributions (15

minutes) Early Art Education in America (60 minutes) Break (15 minutes) Contributors Project research instructions/ Work session (60

minutes)

Some Historical Developments in Art Education (Eisner and Ecker)

Art Ed functions in at least 2 contexts: 1. The school 2. The society in which the school

functions Although what happens in the school has

some influence on society, the rapid and dramatic changes in American society have greatly impacted the school

Factors: Political, social, economic and intellectual

What are some contemporary examples of how the schools influence society/ society influences school for the following factors?

PoliticalSocialIntellectualEconomic

Western Origins of Art Education Part II

o The Introduction of Art in the Schoolso Ben Franklin advocates art instruction as early as 1770o Formal intro of art education begins in 19th cto Minifie and Fowle-drawing as art and art as drawing (aid to

industry better writing habits, refinement)o 1864-Drawing is required in Boston Public Schoolso Art is placed in the service of industry and becomes an

important vocational skillo 1871-Massachusetts requires all boys over 15 take drawing

classes. Walter Smith of England is recruited.o Copybook instructions; drawing is the acquisition of a

useful vocational skill (Art is a matter of training not talent).

Western Origins of Art Education Part II

o The Introduction of Art in the Schools (continued)o 1873-First Art Normal School opens (headed by Walter Smith) to

prepare art teachers.o 1885-Smith relieved of his position for unclear reasons and

returns to England. Copybook manner he proposed lasted many years.

o Immigration and industrialization are increasing.o Between 1892 and 1924, the peak years of immigration to the

United States, 22 million immigrants entered the country through Ellis Island and the Port of New York.

http://openarchives.umb.edu/cdm/ref/collection/p15774coll9/id/17

Art class at Boston Normal School ca 1891-96

Western Origins of Art Education Part II

o The Growth of Professional Education Movementso 1880’s-Child Study Movement (G. Stanley Hall)o Pestalozzi, Froebel, and Herbart influenced CSM by looking at

the child’s development (mental & physical)o New concept of the child: an individual with particular and even

unique needs whose mind differed qualitatively from that of an adult. Children are NOT miniature adults

o Inexpensive watercolors and crayons are introduced (early 1900’s)

o School Arts magazine is founded (Taste in all matters relating to arts…)o The National Education Association forms an art dept with

Langston Thompson as it’s first president.o 1893-Columbia Exhibit boost interest in child art (portfolio

displays)

Western Origins of Art Education Part II

o Art Education for Art Appreciationo At the turn of the century, with the changing ideas of art

education from manual skills in industrial vocation, art education began to emphasize the appreciation of beauty.

o Picture Study Movement begins-children are shown masterpieces by the world’s “greatest” artists and encouraged to become familiar with their lives and work (mainly Renaissance and Victorian Pre-Raphaelites (no modern art).

o Mostly used to instill societal values.o This attitude remains prevalent for a number of years (late

1800’s and began to fade by the end of the 1920’s).

Western Origins of Art Education Part II

o Art Education for Art Productiono Arthur Wesley Dow (Columbia U) -Elements and

Principles of Art –Theory and Practice of Teaching Art (1912) Theories of Composition.o Elements- (3) line, value and coloro Principles- (5) Opposition, Transition, Subordination,

Repetition and Symmetryo Results in systematic instruction

o Walter Sargent (U of Chicago)o Focused on process where children learn to draw and

the psychology behind it. Best known work-How Children Learn to Draw (1916). 3 Factors for a child-must want to say something, child needs to use devices to draw effectively, may draw one thing well but not others.

o “Drawing becomes a tool with which to think.”o Impact of Psychology-Hall, Thorndike, etc.

Western Origins of Art Education Part II

o Art Education for Creative Development and Mental Healtho John Dewey (Art as Experience 1934) and Sigmund Freud

(1st half of 20th ct)o Dewey influenced by Darwin and James -coming to terms

with your environment (experiences)o Becomes the ideological leader of the Progressive

Education Association, but disagrees with many tenets.o Creativity becomes an educational issueo Progressive writers in AE: Mathias, Boas, Cane and

D’Amico.o Creative Self Expression becomes a new “buzz word”o Relationship to art and other curriculum areas/therapeutic

art/art as release (Freud’s Interpretation of Dreams)

Western Origins of Art Education Part II

o Recognition of Modern Art, Technology and Scientific Inquiryo The influence of Victorian art education was prevalent

until the 40’s viewing children’s art work.o By the 1950’s modern art was being recognized widelyo Bauhaus influenceso Viktor Lowenfeld’s work laid a psychological foundation

for the way children develop in and through art, crystalized the teaching of AE, and became the major training strategy for art educators in the 1940’s and 1950’s.

o The Nature of Creative Activity and Creative and Mental Growth were hallmarks of AE literature. 1960-Death of Lowenfeld

Western Origins of Art Education Part II

o Recognition of Modern Art, Technology and Scientific Inquiry (continued)o Lowenfeld’s legacy -Interest in creative and mental

growth; art is a vehicle for facilitating this growtho Primary focus was the child as a seeing, thinking and

feeling human being (whole child development)o Child is paramount, art is instrumental (coloring

books forbidden and contests deemed detrimental)o Lowenfeld had a huge impact on AE because his

writings were scholarly, well received and he was in a position to influence art education widely

“One of the crucial tasks for art educators is not one of finding ways to resist change but, rather, to employ critical procedures by which wise choices may be made among competing proposals for change” (Eisner & Ecker, 1970).

Western Origins of Art Education Part II

o Conclusions and Review:o As American culture has changed, art education has changed to

reflect it. o Art education has changed with the institutional focus

o Creating an individual of culture/ cultured tasteso Teaching vocational skillo Developing creative intelligence

o Art Education operates within the context of the school and within the context of society.

o How do we as art educators embrace change and understand research that is relevant to our field? Action Research? Philosophical Research? Quantitative (numbers-what, where, and when) vs Qualitative Research (why and how)?