Literaturnachweis - Detailanzeige
| Autor/in | Hamblen, Karen A. |
|---|---|
| Titel | An Analysis of the Foundations of Art Criticism Instruction: Sociopolitical Consequences of Theoretical and Research Deficits. |
| Quelle | (1986), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; Aesthetic Values; Art; Art Education; Art Teachers; Curriculum Development; Curriculum Problems; Educational Change; Elementary Secondary Education; Intellectual Disciplines; Social Values |
| Abstract | Art criticism has not been incorporated into the curriculum despite support of this proposal by major art educators. The traditional art program consists only of studio instruction to the exclusion of art criticism and art history. The studio background of most art educators coupled with the limited availability of art criticism curriculum options has perpetuated the status quo. The curriculum is a sociopolitical document which provides a lens to the subject, tempered by the dominant culture. The lack of curriculum options is a result of many factors including the weak or non-existent theoretical and research foundations of art criticism and the lack of consensus in any of the areas of art study. Art criticism formats cited include: Feldman's method consisting of analysis, interpretation, and evaluation, and Brandy's aesthetic scanning method. Fourteen other approaches exist but have not been collected in a comprehensive compilation of formats. Theoretical and research foundations of art criticism curricula include format-model parallels and format validity. Areas requiring further investigation and research include individual differences in cognitive style, social content, and the very foundations of art criticism. Four pages of references conclude the report. (BZ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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