ART EDUCATION

by CATHERINE MOSHOU ABRAMS
1st ed., September 1995, 303 pages, $31.95
ISBN 978-0-89641-243-9

This text is intended to be used for instruction in undergraduate and graduate level Art Education introductory courses at the college or university level. It offers the prospective art education major an orientation to the field of art education. Art as a discipline and methods of teaching art based on both theoretical knowledge and practical teaching experiences are considered and explored. After a brief introduction to art education and an historical survey of art education in the United States, the book presents ways of carrying out field observations, planning art curricula, and designing lesson plans and unit lessons. Other topics covered are models and methods of teaching, motivation, classroom management, testing and evaluation, multicultural and interdisciplinary instruction, and art instruction for gifted students and students with special needs. The second part of the book deals in detail with art lessons in art history, art criticism and aesthetics. The book follows the educational philosophy of Discipline Based Art Education and is the only text on the subject that presents and analyzes the National Art Standards, the "America 2000" Education Goals, and methods of assessment in art.

 

CONTENTS

Introduction: WHAT IS ART EDUCATION
Why Include Art in the Public School Curriculum

Chapter 1: ART EDUCATION IN THE UNITED STATES

Part I: THE 18th AND 19th CENTURIES The Forerunners
The Kindergarten Movement and Art Related Activities
The Oswego Normal School
The Massachusetts Drawing Program
Art as Vocational Skill
The Sloyd Method
The Organic Skill Method
Arts and Crafts Movement
Art as Appreciation of the Fine Arts
Comprehension Questions

Part II: THE 20th CENTURY The Child Centered Movement
The Progressive Education Movement
Integrated and Correlated Approach
Art in Society Approach
Creativity and Self-Expression Approach
The Discipline Based Art Education
America 2000: Education America Act
National Arts Standards
Comprehension Questions

Chapter 2: THE ARTISTIC DEVELOPMENT OF CHILDREN
Scribbling Stage: Nursery and Kindergarten
Symbol Making Stage: Elementary School
The Age of Realism: Middle School
Art as Conscious Choice: High School
Comprehension Questions

Chapter 3: ART FOR CHILDREN WITH SPECIAL NEEDS
Physically Impaired Children
Mentally Retarded
Emotionally Disturbed
Comprehension Questions

Chapter 4: ART INSTRUCTION FOR THE ARTISTICALLY GIFTED
General Characteristics
Behavior Characteristics
Programs for the Artistically Gifted
Artistic Instruction for the Talented
Comprehension Questions

Chapter 5: THE ART LESSON AND THE ART UNIT

Part I: THE ART LESSON
Lesson Preparation
Lesson Planning and Implementation
Follow-up Activities
Standardized Lesson Formats

Part II: THE ART UNIT
Activity Based Unit
Subject Based Unit
Unit Lesson Samples
Methods of Instruction
Comprehension Questions

Chapter 6: OBSERVATION OF AN ART LESSON
Preparation for the Visit
Observation and Recording of the Classroom Activities
Review and Data Analysis
Field Observation Reports
Comprehension Questions

Chapter 7: THE ART CURRICULUM
Art Curriculum Approaches
Types of Curricula
Curriculum Sequencing
Curriculum Goals and Objectives
Functions and Domains of the Art Curriculum
Designing an Art Curriculum
Comprehension Questions

Chapter 8: MODELS AND METHODS FOR TEACHING ART
The Concept Analysis Model
Application of the Concept Analysis Model
The Creative Thinking Model
Application of the Creative Thinking Model
The Experiential Learning Model
Application of the Experiential Learning Model
The Group Inquiry Model
Application of the Group Inquiry Model
Teacher's Assessment of the Student
Comprehension Questions

Chapter 9: MOTIVATION IN THE ART ROOM
Brainstorming
Hands on Demonstration
First Hand Observations
Museum and Field Trips
Visuals and Other Teacher's Aids
Art Synectics
Comprehension Questions

Chapter 10: CLASSROOM MANAGEMENT IN THE ART ROOM
Teacher-Student Relation
Rules and Procedures
Methods of Classroom Disciplining (Management)
Comprehension Questions

Chapter 11: ASSESSING LEARNING IN ART
Methods of Evaluating
Types of Assessment of the Student's Performance
Teacher-Made Art Tests
Guidelines for Art Testing
Sample Art Test for Middle School
Comprehension Questions

Chapter 12: TEACHING DRAWING
Introduction
Some Dos and Don'ts
What is Drawing
Why Teach Drawing
Drawing Tools
Drawing Tools and Supplies for Classroom Use
Instruction in Drawing
Comprehension Questions

Chapter 13: TEACHING PAINTING
What is Painting
Why Teach Painting
Painting Tools
Paint Surface
Pigments
Color Pencils, Color Chalk, Pastel Sticks, Oil Crayons
Painting Tools and Supplies for Classroom Use
Color Pigments
Brushes
Miscellaneous Tools and Equipment
Instruction in Painting
Finger Painting
Brown Paper Life Size Portraits
"Change the Mood" Exercise
Monochromatic Compositions: Tints and Shades
Transparent Flat and Opaque Color
Color Mixing and Blending
Simplifying Color
Local Color
Comprehension Questions

Chapter 14: TEACHING SCULPTURE
What is Sculpture?
Why Teach Sculpture?
Sculpting Media and Tools
Media
Tools and Equipment
Glazes
Sculpting Media Tools and Supplies for Classroom Use
Instruction in Sculpture and Ceramics
Play Dough Manipulation s
Plasticine Diorama
Assemblage with Found Objects
Wire Projects
Beats
Clay: Low Relief Tile
Clay: Free Standing Figure
Ceramics: Pinch Pot Coil Pot and Slab Container
Casting in Plaster
Carving
Comprehension Questions

Chapter 15: TEACHING PRINTING
What is Printing?
Why Teach Printing?
Printing Media and Tools
Printing Surfaces
Pigments
Tools and Equipment
Printing Media Tools and Supplies for Classroom Use
Instruction in Printing
Stamping
Rubbings
Stenciling
Monoprints
Glue Printing and Yarn on Cardboard Printing
Textured Surface Printing
Sandpaper Print
Styrofoam, Linoleum and Wood Prints
Comprehension Questions

Chapter 16: TEACHING GRAPHIC DESIGN
What is Graphic Design?
Why Teach Graphic Design?
Graphic Design Media and Tools
Surfaces
Writing Tools
Coloring Media
Tools and Equipment
Graphic Designing Media Tools and Supplies for Classroom Use
Instruction in Graphic Design
Elements of Design Exercises
Principles of Design Exercises
Lettering
Text Illustration
Product Packaging
Comprehension Questions

Chapter 17: TEACHING A RAINBOW OF STUDIO SKILLS: WEAVING AND PAPER ARTS
Weaving
What is Weaving?
Why Teach Weaving?
Weaving Media and Supplies
Instruction in Weaving
Paper Weaving
Cardboard Weaving
Wooden Frame Yarn Weaving
Paper Arts
Teaching Paper Arts
What are Paper Arts?
Why Teach Paper Arts?
Paper Arts Media and Tools
Paper
Tools
Instruction in Paper Arts
Paper Making
Paper Casting
Paper Collaging
Paper Manipulations/Paper Mechanics
Paper Maché Sculpture
Comprehension Questions

Chapter 18: TEACHING ART HISTORY
The Purpose of Incorporating Art History in the Art Lesson
The Art History / Studio Skills Lesson
Types of Art History / Studio Skills Lesson
Artist Centered Art Lessons
Period or Style Centered Art Lessons
Comprehension Questions

Chapter 19: TEACHING ART CRITICISM
The Purpose of Incorporating Art Criticism in the Art Lesson
Art Criticism Methods to be Used in the Classroom
A 5-Step Art Criticism Method
Application of the 5-Step Art Criticism
Comprehension Questions

Chapter 20: TEACHING AESTHETICS
What is Aesthetics?
What is Art?
Reasons for Valuing Art
What Makes an Object "Art"
What Makes a Person an "Artist"
Teaching Aesthetics to Children
Topics of Study in Aesthetics
The Nature of Art
Values in Art
The Artworld
Artistic Expression
Aesthetic Experience
The Art Object
Comprehension Questions

Chapter 21: THE INTERDISCIPLINARY ART LESSON
The Interdisciplinary Art Lesson
The Connected Model
The Shared Model
The Sequenced Model
The Webbed Model
Interdisciplinary Models of Teaching Art
From Verbal to the Visual
From the Visual to the Verbal
3-D or 2-D Reconstruction of an Era
Contemporize
Dramatize and Produce a Puppet Play Relating to the Theme
Serialize Events in at Least Three Time Slots
Create Maps, Dioramas, Murals, Displays, Mobiles
Make-believe Newspapers, Ornaments and Crafts of a Period
Comprehension Questions

Chapter 22: THE MULTICULTURAL ART CURRICULUM: WHAT, WHY, HOW
What is Multicultural Curriculum?
Why an Ethnic Awareness (Multicultural) Lesson is Needed
Difference Not Deficiency
How to Teach an Ethnic Awareness (Multicultural) Lesson
Six Curriculum Approaches
Three Teaching Models
One Culture, One Object
One Culture, Many Objects
Many Cultures, One Object
Comprehension Questions

Epilogue: THE ART TEACHER: PUTTING IT ALL TOGETHER

BIBLIOGRAPHY

ABOUT THE AUTHOR

Catherine Moschou Abrams currently teaches at the University of the Arts in Philadelphia, PA. She is coordinator of Museum Studies. Catherine received her B.Sc. from the American College of Greece, her a M.A. and PhD. from New York University. She has taught painting and sculpture workshops at the Metropolitan Museum of Art in Manhattan New York, as well as art history and advance drawing and painting at the Brooklyn Museum. Abrams is a member of the American Art Museums, the National Art Education Association, College Art Association and many more.

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