The Arts as Agents for Social Change: A Psychologist's Viewpoint (Art Education for the Disadvantaged Child: Part 3)

Art Education ◽  
1968 ◽  
Vol 21 (9) ◽  
pp. 23
Author(s):  
Melvin Roman
Keyword(s):  
Social Change ◽  
Art Education ◽  
Disadvantaged Child ◽  
The Arts

The Getty Center for Education in the Arts and Discipline-Based Art Education

Art Education ◽  
1988 ◽  
Vol 41 (2) ◽  
pp. 7 ◽  
Author(s):  
Leilani Lattin Duke
Keyword(s):  
Art Education ◽  
The Arts

scholarly journals Focus on: INSIDE / OUTSIDE

2019 ◽  
Keyword(s):  
Art Education ◽  
The Arts ◽  
Faculty Of Education

Focus on: INSIDE / OUTSIDE catalog reflects the activities of the Department of Art Education of the Faculty of Education at Masaryk University in the last ten years. The text points out the pedagogical and publishing activities of teachers, creative and gallery activities and, last but not least, innovative projects connected with the arts.

Enhancing capabilities for social change with the arts

2018 ◽  
pp. 29-43
Author(s):  
Paola de Bruijn ◽  
Erik Jansen
Keyword(s):  
Social Change ◽  
The Arts

A ‘solid foundation’? Art schools and art education

2018 ◽  
pp. 127-165
Author(s):  
James Moore
Keyword(s):  
Middle Class ◽  
Art Education ◽  
State Intervention ◽  
Local Communities ◽  
Textile Workers ◽  
Industrial Worker ◽  
The Arts ◽  
Solid Foundation ◽  
Economic Ideology ◽  
Art Schools

Despite the success of municipal art galleries in some quarters, the prevailing Liberal economic ideology of much of industrial Lancashire remained suspicious of state intervention in the arts. Many feared it would become economically costly and threaten local civic independence. However Royal Commissions that exposed the lack of artistic skills among industrial textile workers meant that attitudes gradually changed. Liberal Manchester became one of the first state-supported art schools. This chapter explores how local communities fought to shape art education and the successes and failure of local art education. Although aimed at the industrial worker, the art school remained a sphere in which bourgeois values and middle class students predominated, much to the chagrin of local critics.

The Arts

2021 ◽  
pp. 256-280
Author(s):  
Philip Kitcher
Keyword(s):  
Art Education ◽  
The Arts ◽  
Extensive Program

This chapter defends the importance of education in the arts, and offers specific proposals for how this part of the curriculum should be expanded. For many people, encounters with the arts have a special vitality—they are episodes in which people are most vividly alive. Moreover, the effects of our engagement with the artworks we love are not transitory; they affect, sometimes profoundly, the course of our subsequent experience. The arts can also teach us. These valuable contributions are elaborated through considering a range of examples, and, on this basis, the chapter proposes an extensive program of art education. The envisaged curriculum is aimed at making valuable engagements with the arts as widely available as possible, attending to the different individual predilections and tastes people develop.

scholarly journals Drawing in the Digital Age: Observations and Implications for Education

Arts ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 33
Author(s):  
Seymour Simmons
Keyword(s):  
General Education ◽  
Art Education ◽  
Visual Art ◽  
Digital Age ◽  
Annual Symposium ◽  
Digital Revolution ◽  
Professional Programs ◽  
The Arts ◽  
Architecture And Design ◽  
The Brain

This paper looks at recent examples of how drawing is advancing into the digital age: in London: the annual symposium on Thinking Through Drawing; in Paris: an exhibition at the Grand Palais, Artistes et Robots; a conference at the Institut d’études avancées on Space-Time Geometries and Movement in the Brain and in the Arts; and, at the Drawing Lab, Cinéma d’Été. These events are contrasted to a recent decline in drawing instruction in pre-professional programs of art, architecture, and design as well as in pre-K12 art education due largely to the digital revolution. In response, I argue for the ongoing importance of learning to draw both in visual art and in general education at all levels in the digital age.

Ethel A. Stephens’ “at home”: art education for girls and women

2015 ◽  
Vol 44 (2) ◽  
pp. 203-218 ◽  
Author(s):  
Rebecca Kummerfeld
Keyword(s):  
Middle Class ◽  
Art Education ◽  
Artistic Practice ◽  
Public And Private ◽  
Content Type ◽  
The Public ◽  
The Arts ◽  
Art Scene ◽  
Middle Class Woman ◽  
At Home

Purpose – The purpose of this paper is to explore the professional biography of Ethel A. Stephens, examining her career as an artist and a teacher in Sydney between 1890 and 1920. Accounts of (both male and female) artists in this period often dismiss their teaching as just a means to pay the bills. This paper focuses attention on Stephens’ teaching and considers how this, combined with her artistic practice, influenced her students. Design/methodology/approach – Using a fragmentary record of a successful female artist and teacher, this paper considers the role of art education and a career in the arts for respectable middle-class women. Findings – Stephens’ actions and experiences show the ways she negotiated between the public and private sphere. Close examination of her “at home” exhibitions demonstrates one way in which these worlds came together as sites, enabling her to identify as an artist, a teacher and as a respectable middle-class woman. Originality/value – This paper offers insight into the ways women negotiated the Sydney art scene and found opportunities for art education outside of the established modes.

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