Educating artistic vision

Front Cover
Macmillan, 1972 - Art - 306 pages
0 Reviews
Surveys the status of elementary art education programs, the growth of a child's aesthetic perception and creativity, and the current trends in art curricula development. Bibliogs

From inside the book

What people are saying - Write a review

We haven't found any reviews in the usual places.


Why Teach Art?
Its Character Status and Goals
An Historical View from a Contemporary Perspective

8 other sections not shown

Other editions - View all

Common terms and phrases

About the author (1972)

Elliott Eisner (Ph.D. & M.A., University of Chicago [education]; M.S., Illinois Institute of Technology [art education]; B.A. Roosevelt University [art & education]) works in three fields: Arts Education, Curriculum Studies, and Qualitative Research Methodology (identifying practical uses of critical qualitative methods from the arts in schools settings and teaching processes). His research interests focus on the development of aesthetic intelligence and on the use of methods from the arts to study and improve educational practice. Originally trained as a painter, Eisner's teaching and research center around the ways in which schools might improve by using the processes of the arts in all their programs. Selected publications include: "The Arts and the Creation of the Mind "(Yale, (c)2002); "The Kinds of Schools We Need"(Heinemann, (c)1998)"; The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice" (Prentice Hall, (c)1997);" Cognition and Curriculum Reconsidered" (Teachers College Press, (c)1994 [signed and developed by Faye Zucker]); and "The Educational Imagination, 3/e" (Prentice Hall, (c)1994).

Bibliographic information