Art education

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Houghton Mifflin Company, 1914 - Art - 101 pages
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Page 28 - Heaven is not reached at a single bound ; But we build the ladder by which we rise From the lowly earth to the vaulted skies, And we mount to its summit round by round.
Page xiii - Can rules or tutors educate The semigod whom we await? He must be musical, Tremulous, impressional. Alive to gentle influence Of landscape and of sky, And tender to the spirit-touch Of man's or maiden's eye: But, to his native centre fast, Shal into Future fuse the Past, And the world's flowing fates in his own mould recast.
Page 46 - For precept must be upon precept, precept upon precept ; line upon line, line upon line ; here a little, and there a little...
Page 2 - the purpose of art education is the development of appreciation for the beautiful and of power to produce beautiful things." He also says: "Taste develops gradually through the making of choices with reference to some ideal. Skill develops slowly through doing things with reference to some standard of excellence.
Page 1 - Taste develops gradually through the making of choices with reference to some ideal. Skill develops slowly through doing things with reference to some standard of excellence. In art education, therefore every possible opportunity should be given for those conditions and activities through...
Page 40 - ... There's a name that brings a picture Of a shackled race set free, Brought from out the ban of bondage To the joys of liberty. There's a name that brings a picture Of a nation bowed in woe. For the hand of an assassin Laid a noble spirit low. 'Tis the name of martyred Lincoln Calls these pictures from the past, And that name with the Immortals Shall endure while earth shall last.
Page vii - We did not make substantial progress in moral teaching as long as we were content to confine it to the Sunday school or other classroom period. Progress came when morality was treated as an aspect of the child's whole life. Art teaching must undergo a similar evolution. It is well enough to teach art in special class periods in connection with special subjects. It is better to care for art everywhere in school life.
Page 27 - ... from Japan, a vase of bronze from China, a fan of carved wood from India, a Tanagra statuette from Greece, a bit of mosaic from Italy, a porcelain figurine from Germany, a hand-wrought jewel from France, a piece of lace from Belgium. A teacher of established reputation can always secure such objects for the children to see.
Page ix - The formal study of art so many periods a week is important, but it is fruitless without the thought of realizing beauty in the child's immediate life.
Page 72 - A boy running with a stick clattering along a picket fence delights in this elemental repetition. It constitutes the primitive basis of music, and is the order often demanded in the arts, through some sort of necessity; as, for example, in a ladder, a tiled floor, or a chessboard.

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