The Principles Of Art Education

Creative Art: Methods and Materials educates readers about a variety of art methods and the ways different civilizations have used them in artistic expression. Each of the fourteen chapters is designed around a specific art method and material, and includes examples of art works and the artists who created them. Students learn about bronze casting, stone carving, clay sculpture, woodcuts and posters, glass work, and installation art. Each method is matched to artists both ancient and modern. Rather than adhering to a standard approach that focuses on white, male, European artists, the book broadens the student's perspective by including often overlooked female artists. Global in approach and comprehensive in coverage of arts forms, representations, and styles throughout history, Creative Art has been developed for sixteen-week courses in art appreciation, or introductory survey courses in art history.

This book provides a comprehensive discussion of the principles of art education. It covers various aspects of art education, including its philosophical, aesthetical and psychological dimensions. It is useful for art teachers, students, and anyone interested in the field of art education. The book includes numerous illustrations and examples to help the reader understand the concepts easily. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

This comprehensive art curriculum can easily be integrated into any teacher's existing instruction and provides thrilling and rewarding projects for elementary art students, including printmaking techniques, tessellations, watercolors, calligraphic lines, organic form sculptures, and value collages. Detailed lessons--developed and tested in classrooms over many years--build on one another in a logical progression and explore the elements of texture, color, shape, line, form, and value, and principles such as balance (formal, informal and radial, ) unity, contrast, movement, distortion, emphasis, pattern and rhythm. Each lesson also represents an interdisciplinary approach that improves general vocabulary and supports science, math, social studies, and language arts. Though written for elementary school teachers, it can be easily condensed and adapted for middle or even high school students. A beautiful eight-page color insert demonstrates just how sophisticated young children's art can be when kids are given the opportunity to develop their skills.

Investigating the study of art and design education in Italy, France, Britain, Germany and the United States, this text traces the philosophies of teachers from the age of the guilds and the academies, setting them in the context of the general educationtheories of their times.

I do not think of aesthetic theory as an attempt to investigate and expound eternal verities concerning the nature of an eternal object called Art, but as an attempt to reach, by thinking, the solution of certain problems arising out of the situation in which artists find themselves here and now. Everything written in this book has been written in the belief that it has a practical bearing, direct or indirect, upon the condition of art in England in 1937, and in the hope that artists primarily, and secondarily persons whose interest in art is lively and sympathetic, will find it of some use to them. Hardly any space is devoted to criticizing other people’s aesthetic doctrines; not because I have not studied them, nor because I have dismissed them as not worth considering, but because I have something of my own to say, and think the best service I can do to a reader is to say it as clearly as I can. Of the three parts into which it is divided, Book I is chiefly concerned to say things which any one tolerably acquainted with artistic work knows already; the purpose of this being to clear up our minds as to the distinction between art proper, which is what aesthetic is about, and certain other things which are different from it but are often called by the same name. Many false aesthetic theories are fairly accurate accounts of these other things, and much bad artistic practice comes from confusing them with art proper. These errors in theory and practice should disappear when the distinctions in question are properly apprehended. In this way a preliminary account of art is reached; but a second difficulty is now encountered. This preliminary account, according to the schools of philosophy now most fashionable in our own country, cannot be true; for it traverses certain doctrines taught in those schools and therefore, according to them, is not so much false as nonsensical. Book II is therefore devoted to a philosophical exposition of the terms used in this preliminary account of art, and an attempt to show that the conceptions they express are justified in spite of the current prejudice against them; are indeed logically implied even in the philosophies that repudiate them. The preliminary account of art has by now been converted into a philosophy of art. But a third question remains. Is this so-called philosophy of art a mere intellectual exercise, or has it practical consequences bearing on the way in which we ought to approach the practice of art (whether as artists or as audience) and hence, because a philosophy of art is a theory as to the place of art in life as a whole, the practice of life? As I have already indicated, the alternative I accept is the second one. In Book III, therefore, I have tried to point out some of these practical consequences by suggesting what kinds of obligation the acceptance of this aesthetic theory would impose upon artists and audiences, and in what kinds of way they could be met. This book is organized as follows: I. Introduction Book I. Art and Not Art II. Art and Craft III. Art and Representation IV. Art as Magic V. Art as Amusement VI. Art Proper: (1) As Expression VII. Art Proper: (2) As Imagination Book II. The Theory of Imagination VIII. Thinking and Feeling IX. Sensation and Imagination X. Imagination and Consciousness XI. Language Book III. The Theory of Art XII. Art as Language XIII. Art and Truth XIV. The Artist and the Community XV. Conclusion