Art Education: A Critical Necessity
Recommending that art be taught as a humanity, this volume provides a philosophical rationale for the idea of discipline-based art education. It discusses topics ranging over both the public and private aspects of art, the disciplines of artistic creation, art history, art criticism, and aesthetics, and curriculum proposals featuring five phases of aesthetic learning.
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The Arts in the United States Today
The Arts and the Human Person
The Creation of Art
The Tradition of Art Art History
The Critique of Art Art Criticism
The Philosophy of Art Aesthetics
Aesthetic Education aesthetic experience aesthetic learning American analysis appreciation architecture art criticism art history art world art's artistic creation artistic excellence artistic expression artworks avant-garde Beardsley Berenson Blocker century Cezanne chapter classical concepts contemporary creative culture curriculum discipline discipline-based art education discussion E. H. Gombrich emotion Erwin Panofsky essay example feeling Fry's function Getty Center Giorgione Giorgione's Giovanni Bellini Gombrich Hilton Kramer historians history of art Hospers human humanistic idea images imitation important interest interpretation Jacques Barzun Jasper Johns Jencks John John Dewey Johns's Journal of Aesthetic Kenneth Clark Kramer landscape Levi Levi's meaning Museum nature objects painters painting Panofsky Panofsky's perception percipience person philosophical philosophy of art Plato postmodern qualities R. A. Smith reality Rebecca West relevant Renaissance Rosenberg Roskill sense of art society style teachers theory of art things tradition understanding values visual arts volume Western work's writings