Thinking in Art: A Philosophical Approach to Art EducationThis volume examines the way individuals think about objects and events in the world. These thoughts specify a priori assumptions that indicate what will be considered beautiful, valuable, and good. Decisions made about these matters determine what actions will be taken in regard to them. The continuous change that historically characterizes art educational practices is driven by shifts in ways of thinking (beliefs). Curricular goals for art education must be consistent with ways of thinking. The text is organized into five chapters. Chapter 1 provides a brief review of 18th and 19th philosophical thought and the concepts of relations between objects and events. Chapter 2 explores these concepts as interpreted by 20th century aestheticians, art historians, critics and artists specifically as they concern thinking about and making art. Chapter 3 examines paradigms for artistic conception. Chapter 4 identifies how these paradigms now function in the art curricula of schools and chapter 5 how the paradigms relate to curriculum practice. (MM) |
Contents
CONTENTS | 7 |
Chapter 1Objects and Events | 17 |
Chapter 220th Century Thought | 35 |
Copyright | |
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Common terms and phrases
20th century accepting according achieve action activity aesthetic approach argued art education art history artists authors become beginning believed calls Chapter claims concept concerns considered construct course create criticism cultural curricular curriculum defining describe determining discipline discussion drawing effect elements emotion exist experience expressive feelings field function goals historians human ideas images important individual influence knowledge language learning least logic look materials matter means mental method mind modes movement nature notes notion objects organized painting paradigm particular perception philosophical picture position possible practice present Press principles problem production provides questions rationalist reason refers reflect relations relationships requires response schema schools scientific sense shape social space spiritual structure suggests teachers teaching theory things thinking thought tion understanding University values visual York