Thinking in Art: A Philosophical Approach to Art Education
This 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)
65 pages matching thought in this book
Results 1-3 of 65
What people are saying - Write a review
We haven't found any reviews in the usual places.
20th century according achieve activity aesthetic aestheticians analyze approach argued art criticism art curriculum art education art history artists Axiology Bauhaus behavior Behrens believed Burnham chapter claims classroom Clive Bell cognitive concept of art course create creative cultural curricular Descartes discipline drawing E. H. Gombrich emotion empiricist exist experience expressive feelings form-Gestalt Freud function G.W.F. Hegel George Edward Moore Gestalt goals Gombrich Hegel Heidegger historians human ideas images individual influence Kandinsky knowledge Langer language learning Levi-Strauss logic Lowenfeld Ludwig Wittgenstein Maholy matter McFee means mental modes neo-idealist newer Nicolaides notes notion objects and events painting paradigm perception philosophical practice principles problem psychological rationalist reflect relations schema school art scientific Seltz social structure suggests Surrealism Suzanne Langer theory things thinking about art thought tion understanding values Wassily Kandinsky Weitz Wittgenstein York