Distance Art Education: The Federal School and Social Engineering in the United States, 1900 to 1925

Autor/in	Funk, Clayton
Titel	Distance Art Education: The Federal School and Social Engineering in the United States, 1900 to 1925
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 50 (2009) 2, S.124-136 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
Schlagwörter	Intelligence; Industrial Education; Art Education; Intelligence Tests; Commercial Art; Mass Media; Curriculum; Program Descriptions; Educational History; United States History; Politics of Education; Educational Environment; Educational Trends; Educational Philosophy; Correspondence Schools; Correspondence Study; Social Bias; Stereotypes; Socialization; Hidden Curriculum; Values; Critical Theory; Proprietary Schools; Track System (Education); Vocational Education; Minnesota + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Intelligence test; Intelligenztest; Massenmedien; Curricula; Lehrplan; Rahmenplan; History of education; Bildungsgeschichte; Educational policy; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsentwicklung; Bildungsphilosophie; Erziehungsphilosophie; Fernlehrinstitut; Klischee; Socialisation; Sozialisation; Heimlicher Lehrplan; Wertbegriff; Kritische Theorie; Leistungsgruppe; Leistungsdifferenzierung; Ausbildung; Berufsbildung
Abstract	The Federal School was a correspondence art school in Minneapolis, Minnesota in the early 20th century. At that time, scientific methods changed the organization and practice of commercial art training and industrial education, which included correspondence courses from the Federal School. Standards of intelligence were determined with intelligence testing, and students were tracked into vocational or professional programs depending on their scores. The Federal School contradicted itself as it promoted stereotypes in which intelligence correlated to race, ethnicity, and sex roles. The same stereotypes appeared in the curricula of the Federal School, making it a part of the larger configuration of education and mass media that socially engineered cultural production. (Contains 9 footnotes.) (As Provided).
Anmerkungen	National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.NAEA-Reston.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10