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9781577664734

Teaching Children Art

by ;
  • ISBN13:

    9781577664734

  • ISBN10:

    1577664736

  • Format: Paperback
  • Copyright: 2006-07-05
  • Publisher: Waveland Pr Inc

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Table of Contents

Preface xv
What Is Elementary Art Education About?
1(11)
What Is the Role of Art Education Today?
2(1)
What Is the Nature of Artistic Development?
3(1)
How Do I Go About Teaching Art?
3(1)
Can I Reach All Learners?
4(1)
What Is the Language of Art?
4(1)
Does the School Environment Accommodate Art?
5(1)
How Did Art Education Become What It Is Today?
6(4)
The Common School Movement and Drawing
6(1)
Walter Smith
6(1)
The Child-Centered Tradition
6(1)
John Dewey and Progressive Education
7(1)
Other Traditions, Some Short Lived
8(1)
Viktor Lowenfeld
8(1)
Post Lowenfeld
9(1)
Art As a Subject of Serious Study
9(1)
Summary
10(2)
Why Teach Art?
12(16)
Aesthetic Literacy
12(2)
Why Learn Art?
14(2)
The Role of Imagery
14(1)
Serious Art Study
14(1)
Cultural Understanding
15(1)
The Creative Process
15(1)
Why Teach Art?
16(3)
Teaching Toward Understanding
16(1)
Benefits of Intervention
17(1)
Broudy and Aesthetic Education
17(2)
From Broudy to DBAE
19(1)
Teaching Toward Knowledgeability
19(3)
The Domain of Art
19(1)
Nonuniversal Development
20(1)
Mastery in Art
20(2)
Levels of Mastery and the Artist
22(2)
Universal level
22(1)
Cultural Level: Folk Arts; Popular and Applied Arts
22(1)
Discipline-Based Level
23(1)
Idiosyncratic Level
23(1)
Unique Level
24(1)
Levels of Mastery and Aesthetic Literacy
24(1)
Summary
25(3)
Knowing What to Teach
28(17)
Knowledgeable Teaching
30(1)
Comprehensive Content
31(2)
Putting Knowledge to Work
33(1)
Differences Among the Disciplines
33(1)
The Whole and the Parts
34(1)
Disciplinary Processes
34(5)
Descriptive Processes
35(1)
Formal Processes
35(2)
Interpretive Processes
37(2)
Evaluative Processes
39(1)
Who Teaches Art?
39(4)
Collaborative Teaching
40(2)
Strengths of Collaborative Teaching
42(1)
Summary
43(2)
Child Development in Drawing
45(16)
Overview
45(2)
Hypotheses About Graphic Representation
47(1)
Child Art and Symbolism
47(1)
Are There Universals in Child Art?
48(2)
The Effects of Education
50(1)
Several Views About the Stages of Development
50(1)
Developmental Styles of Graphic Representation
51(8)
Scribbling
51(1)
Preschematic
52(1)
Schematic
53(3)
Transitional
56(1)
Cultural Realism
57(2)
Summary
59(2)
Child Development in Responding to Art
61(14)
What Is Aesthetics?
61(7)
Theories of Art
62(2)
Recent Theories
64(3)
Where We Stand: An Aesthetic Eclecticism
67(1)
Children and the Aesthetic Domain
68(4)
Response Studies
69(1)
Results of Some Response Studies
69(1)
Michael Parsons's Theory of Aesthetic Development
70(2)
Summary
72(3)
Thinking Without Words
75(13)
Harold Gregor
75(1)
Rene Magritte
76(1)
Artistic Expression
76(1)
Cognition
77(4)
Intelligence
77(1)
Symbol Systems
78(1)
Aesthetic Perception
79(2)
Perception and Thinking
81(1)
Teaching Without Words
82(1)
Artistic Thinking As Problem Solving
82(4)
Artistic Reasoning
84(1)
Classroom Reasoning in Art
84(1)
Testing Classroom Hypotheses
85(1)
Finding Individual Solutions
85(1)
Summary
86(2)
Planning an Art Program
88(27)
District Curriculum Planning
89(22)
Scheduling
90(1)
Educational Philosophy
91(1)
Literature Review
92(3)
Curriculum Content
95(2)
Classroom Activities
97(1)
Sequencing
98(1)
Articulation
99(1)
Formatting
99(11)
Evaluation
110(1)
Summary
111(4)
Thinking, Talking, and Writing About Art
115(17)
Aesthetics As Philosophical Inquiry
116(1)
Strategies for the Classroom
117(2)
Art Criticism
119(8)
Aesthetic Scanning
122(2)
The Feldman Method
124(3)
Art History
127(3)
Approaches Related to Content
129(1)
Approaches Related to Style
129(1)
The Inquiry Process
130(1)
Summary
130(2)
Problem Solving in Tutored Images
132(26)
What Are Tutored Images?
132(1)
The Importance of the Studio Experience
133(1)
Teaching Aesthetic Concepts
134(1)
The Nature of Conceptual Consistency
135(4)
Planning for Conceptual Consistency
139(2)
Conceptual Consistency in a Contour Drawing Project
141(12)
Topic
143(1)
Overview
143(1)
Content Objectives
143(1)
Visual Analysis
143(6)
Art Production
149(3)
Critical, Historical, and Aesthetic Analysis
152(1)
Role of Critical, Historical, and Aesthetic Analyses in Studio Art
153(2)
Individuality and Aesthetic Value in Tutored Images
155(1)
Summary
155(3)
Accounting for Learning
158(28)
What Is Assessment?
158(4)
Curriculum Assessment
159(1)
Student Assessment
159(1)
Accountability
159(1)
Evaluation
160(1)
Kinds of Student Assessment
160(1)
Conventional Assessment
160(1)
Alternative Assessment
161(1)
Developing Assessment Procedures
162(1)
Content Objectives, Performance Tasks, and Concepts
163(4)
Content Objectives
163(3)
Performance Tasks
166(1)
Concepts to Be Acquired
166(1)
Evaluation Criteria, Standards, and Rating Scales
167(5)
Evaluation Criteria
167(2)
Standards
169(1)
Rating Scales
170(2)
Formats for Performance Assessment
172(8)
Paper and Pencil Tests
172(1)
Art Projects with Rating Criteria
172(4)
Student Portfolios with Rating Criteria
176(2)
CHAT: Comprehensive Holistic Assessment Task
178(2)
Student Self-Assessment
180(4)
Framing a Student Performance Task
182(2)
Journals
184(1)
Summary
184(2)
Integrating Art with Other Subjects
186(13)
The Case for Integration
186(4)
Subject Matter versus Skills Education
187(1)
Arguments for Integrated Learning and Interdisciplinary Projects
187(1)
Challenges and Problems Regarding Interdisciplinary Projects
188(2)
Developing an Interdisciplinary Unit
190(3)
Selecting an Organizing Center
190(1)
Criteria for Selecting an Organizing Center
190(1)
Long-Range versus Short-Range Units
190(2)
Planning for an Interdisciplinary Unit
192(1)
Integrating Art with Other Subjects
193(4)
Types of Art Specialists in Various Districts
193(1)
Models of Interdisciplinary Integration and Collaboration
194(3)
Summary
197(2)
Art for the Culturally Diverse Classroom
199(15)
Cultural Diversity and You
200(1)
The History of Multiculturalism in Education
200(1)
Some Terms
201(3)
Culture
201(1)
Cultural Pluralism
202(1)
Assimilation versus Acculturation
202(1)
Multicultural Education
203(1)
Inclusion
203(1)
Global Education
203(1)
A Review of Some Proposals
204(2)
School As a Microculture of Diversity
204(1)
Multicultural Art Education As Critique
204(2)
Some Reflections
206(3)
We Have Met the Enemy, and It's Not Western Culture
206(1)
All That Jazz
207(1)
Canon or Cannon
207(1)
Caveats from the Conservative Side
208(1)
Caveats from the Classroom
209(1)
Conclusion
209(3)
Personal Attitude
209(1)
Decisions About Scope and Content of Culture Diversity Should Be Local
209(1)
A Teacher Is Not Solely Responsible for Multicultural Education
210(1)
Some Multicultural Education Is Appropriate Even in Classes That Are Not Culturally Diverse
210(1)
Don't Dilute the Content
210(1)
Multicultural Education Is Multidisciplinary Education
210(1)
Again, Stimulate a Community of Inquiry
211(1)
Summary
212(2)
Teaching All Learners
214(14)
Children with Disabilities
214(2)
Kinds of Settings for Teaching Children with Special Needs
215(1)
The Pros and Cons of Inclusion
215(1)
Coping with Inclusion
216(2)
The Philosophy of Inclusion
216(1)
Preparing for Inclusion
216(1)
Setting Limits
217(1)
Lowering the Student-Teacher Ratio
217(1)
Verbal Activities
217(1)
Resources
218(1)
Children with Special Gifts
218(8)
Different Kinds of Gifts
219(1)
Current Methods of Identifying Talent
219(3)
Teaching the Talented
222(1)
Strategies for Teaching the Talented in the Classroom
222(3)
Options for the Talented Outside the Regular Classroom
225(1)
Summary
226(2)
The Language of Art
228(28)
The Visual Elements
228(21)
Line
228(4)
Shape
232(3)
Texture
235(2)
Value
237(2)
Color
239(3)
Space
242(2)
Space in Pictures
244(1)
Linear Perspective
245(4)
The Principles of Design
249(6)
Variety
250(1)
Unity
251(1)
Movement, Stability, and Rhythm
252(1)
Balance
253(1)
Activities
254(1)
Summary
255(1)
Processes in Two-Dimensional Art
256(21)
Drawing
256(4)
Teaching Drawing
257(1)
Student Drawing Activities
258(2)
Painting
260(5)
Painting Media
260(3)
Teaching Painting
263(1)
Student Painting Activities
264(1)
Printmaking
265(5)
Printmaking Techniques
266(3)
Teaching Printmaking
269(1)
Still Photography
270(3)
Teaching Photography
272(1)
Student Photographic Activities
272(1)
Computer-Generated Art
273(3)
Graphic Design
274(1)
Industrial Design
274(1)
Teaching Art on the Computer
275(1)
Student Computer Activities in Art
275(1)
Summary
276(1)
Three-Dimensional Art
277(34)
Sculpture
277(14)
Initial Considerations
277(2)
Carving
279(1)
Modeling
280(1)
Casting
281(2)
Welded Metal
283(1)
Construction
283(3)
Kinetic Art
286(4)
Mixed Media
290(1)
Environments and Performances
291(2)
Environment
291(2)
Performance Art
293(1)
Craft Art
293(4)
Ceramics
293(1)
Glass
294(1)
Metals and Jewelry
294(1)
Fiber
295(2)
Architecture
297(13)
Principles of Construction
298(1)
Post and Lintel
298(2)
Corbeled Arch
300(1)
Arch
300(3)
Frame
303(3)
Ferroconcrete
306(1)
Geodesic Dome
307(3)
Summary
310(1)
The Art of Sequence and Movement
311(15)
Popular Culture and Art Education
311(1)
The Relationship Between Popular Art and Fine Art
312(1)
Precedents for Popular Art in the History of Fine Art
312(1)
The Crossover Phenomenon
312(1)
The Comics
313(8)
Comics History
314(3)
Aesthetics
317(1)
Art Criticism
318(2)
Production
320(1)
Film and Video
321(4)
Film and Video As Media
321(1)
Implications for Teaching History, Aesthetics, and Criticism of Film or Video
322(2)
Producing Films or Videos
324(1)
Summary
325(1)
Classroom Protocols in Art
326(15)
Managing Art Materials
326(2)
Expectations of Behavior
326(1)
Expectations of Time
327(1)
Evaluation of Expectations
328(1)
Media Tips
328(1)
Encouraging Responsible Classroom Behavior
328(1)
Media and Children's Health
329(5)
Routes of Entry
329(2)
Risks for Children
331(1)
Materials Unsuitable for Elementary Art
331(1)
Acceptable Art Materials and Precautions for Use
331(2)
Minimizing Risk
333(1)
The Classroom Art Environment
334(2)
The Art Room
334(1)
Rooms for Storage and Preparation of Materials and Equipment
334(2)
Displaying Children's Art
336(4)
Display Areas
338(1)
Preparing Child Art for Display
338(2)
Summary
340(1)
The Learning Environment
341(11)
A Teacher's Role
341(4)
Teaching Strategies
342(2)
Supervision and Evaluation
344(1)
Evaluation and Staff Development
344(1)
Teacher Supervision and Evaluation
344(1)
Teachers and New Ideas
345(3)
Stages of Concern
346(1)
Responding to Concerns
347(1)
Evaluation for Program Improvement
348(2)
Educational Criticism
348(1)
Examples of Criticism
349(1)
How Educational Criticism Works
349(1)
Summary
350(2)
Educational Policy and the Arts
352(7)
What Constitutes Excellence in Art Education?
352(2)
Should There Be a National Curriculum?
354(1)
Should the Teacher Be an Artist?
354(1)
Do We Need More Research?
355(1)
What Role Can the Arts Play in Educational Reform?
356(1)
Summary
357(2)
Glossary 359(7)
Bibliography 366(11)
Index 377

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