ART 590: HISTORY AND PHILOSOPHY OF ART EDUCATION SYLLABUS, 2014-15
Dr. Edie Pistolesi , instructor
Office hours: MW 1:30-2, TTH 1-30-2, T 6-7 PM, and by appt. A&D 211
“He who loves practice without theory is like the sailor who boards ship without a rudder and compass and never knows where he may cast.” Leonardo da Vinci
CATALOG DESCRIPTION:
Prerequisite: Junior Standing. Required for Single Subject Credential in Art. May be used as upper-division art elective for BA degree. Intensive study of the historical and chronological development of Art Education in America and abroad. Emphasis on significant trends and movements which have affected its growth and present structure.
Course Objectives:
We will study the nature of belief systems, and specifically, the Romantic Paradigm.
We will examine the ways the Romantic Paradigm affected theory and practice of visual and performing art, art education, child development theories, & many diverse aspects of culture.
We will apply our understanding of the Romantic Paradigm to specific practice of art and art education in American schools from the end of the 19th century through the 20th and 21st centuries.
We will combine traditional research with non-traditional performative research.
Art Program Goals
Art Knowledge: Students will broaden knowledge of art and develop an understanding of art within theoretical, cultural, and historical contexts.
Interdisciplinary Connections: Students will explore and engage in interdisciplinary forms of art making.
Collaboration: Students will engage in individual and collaborative art experiences among students, faculty, and community.
Student Learning Outcomes:
· Students will develop an understanding, in historical and cultural context, of the philosophic and theoretical currents which have affected the evolution of art, art education, and the surrounding cultural, political and artistic milieu.
· Students will define relationships between theory and practice of Art Education in American schools from the end of the 19th century, through the 20th century, into the 21st century.
· Students will examine the ways the Romantic Paradigm, generated by the book, Emile, by Jean Jacques Rousseau, has affected our views on art, art education, aspects of culture, the nature of the child, and child development theories.
· Students will explore both traditional and non-traditional modes of research.
· Students will analyze, write, and share the history, philosophy and theory of art and art education and their relationships to diverse culture.
Graduate Student Learning Outcomes
· Students will master advanced knowledge, theories, and concepts about the relationship of belief systems to art, education, and culture.
· Students will broaden knowledge of historical and cultural links to contemporary art through writing, speaking, and art making at advanced levels.
· Students will take leadership roles in becoming involved in both individual and collaborative art experiences among students, faculty, and community.
Assessment & Evaluation
Student performance will be based upon:
A. Active attendance, positive professional attitude, display of personal integrity, active and lively participation in class discussions.
B. An individually written research project in two parts:
Part 1: “Roots”: A short paper, 1-2 pages, typed and double spaced, describing your own experiences with art education, and including a very brief discussion of your personal philosophy of art education. This short paper will become part 1 of your research paper.
Part 1 will be due the 2nd week of class.
Part 2: “The Era”: The topics of Part 2 will be written in the form of 6-8 individual “mini papers,” combined to show a historical study of art education, art, politics, music, and other aspects of culture, such as fashion, food, film, TV, medicine, etc., for a specific era in the United States. The “mini papers” will add up to approximately 10-12 pages, typed and double-spaced. We will divide the last century (+ or -) into eras or "fat decades" and selection of your era will be made by the 2nd or 3rd week of class. Depending upon the size of the class, approximately 2-4 students will be assigned to each era. Consultations with Dr. Pistolesi are encouraged during this process. Part 2 of your research project will inform your group presentation. Details will be discussed in class.
A draft of PART of Part 2 will be due on week 5 or 6, (in time for any revisions that need to be made, along with mid-semester discussions with instructor).
The final research project, including all of Part 1 and Part 2 will be due the week before Thanksgiving break.
· Note 1: Current MLA or APA styles for academic manuscripts, including proper documentation (endnotes or footnotes, bibliography, list of images, page numbers) are required.
C. An ensemble multi-media performance:
An ensemble multi-media presentation based upon your individual written research project of your era. Your same era group will be given the task of transporting the class into the time of your era. This is an ensemble project, and details will be discussed in class.
Scope of Research Projects & Presentations:
Scope of individual research projects and group presentations: 4 required sections are 1. art education, 2. art, 3. politics, and 4. music. Other aspects of culture (choose between 2-4) include dance, movies, TV, architecture, automobiles, medicine, sports, food, clothing, literature, toys, etc. will depend upon the specific characteristics of your era and your own personal interests. Include and cite sources of images and visual examples whenever possible. Instructor will meet briefly with individuals and small groups of students. Details will be discussed. 2 Sections of the final paper will be due Week 5 or 6, TBA.
· Note 2: Consider this paper/presentation to be a detective job. You will become researcher/reporter of your chosen era. As you collect your information using magazines, journals, books, film, etc., you will be expected to recognize and make connections to the Romantic Paradigm. You will become a Paradigm Detector both in your historical research, and in your daily life.
Sequence of Events and Eras or “Fat Decades” for Group Presentations:
· Students choose an era. There are approximately 2-4 students assigned to each era.
· Students individually research their era, and write an individual research paper.
· Students who are writing papers from the same era, will, in groups of 2-4, become an ensemble. This means your group will meet frequently to create a multi-media ensemble group presentation. The quality and substance of the group presentation will reflect the quality and substance of each individual’s research, and each individual’s ability to work in a group.
1880’s–1911
1912–1929
1929–1945
1946–1958
1959–1969
1970–1980
1981–1990
1991–present
Evaluation:
Research Paper: 40%
Group Presentation/performance 40%
Class Participation 20%
Numeric grades of 1-5.
1=F
2=D
3=C
4=B
5=A
Class participation will be evaluated. Positive contributions include sincere questions and comments. Disruptive behavior which interferes with instruction will contribute negatively to your grade. Students should be aware that habitual unexcused absences and tardiness will result in lowering of grades. Cell phones off. No text messaging. No buds in ears. Computer note taking allowed by permission of instructor. Specific & generous breaks during class time will be allowed & announced. Departure from class during lectures will be considered unprofessional behavior. Plus and minus (+ or -) grades will be given.
Evaluation of research paper will be by rubric: See Rubric for Assessment of 590 Era Research Papers pages.
Evaluation of performance will be by anonymous peer assessment by individual ensemble members, and instructor’s observational assessment.
· Note 3: Part of your participation in this class is to support each other. Your grade will be lowered if you miss class during student performances.
· Note 4: Assignments are subject to change at the discretion of the instructor, and/or as a result of class negotiations with her. If changes occur, they will be announced in time to allow for adequate preparation (or relief). "+" and "-" grades will be given.
A special office hour, on Tuesdays from 6 to 7pm has been especially designated for 590 students who wish to discuss their work, study, and/or confer with other members of the class. Students may meet during other office hours as well, and by appointment.
Late Work: Assignments are to be submitted on time, however, please communicate any extenuating circumstances with the instructor.
Revised Work: Work may be revised for full credit.
Plagiarism: CSUN website at http://library.csun.edu/Guides/ResearchStrategies/AvoidingPlagiarism
Support Services for Students:
http://www.csun.edu/dres
http://library.csun.edu/
http://www.csun.edu/counseling
http://www.csun.edu/career
REQUIRED TEXTS
· Efland, Arthur D. A History of Art Education. New York:Teachers College Press, 1990.
· Boyd, William, ed. The EMILE of Jean Jacques Rousseau. New York: Teachers College Press, 1956. (Classics in Education No. 10)
· Zinn, Howard, A People’s History of the United States 1492-Present. New York: HarperCollins
NOTE: This class requires awareness and knowledge of issues of arts, politics, and culture. Attention to news is mandatory: Nearly all information can be found online:
REQUIRED LISTENING or VIEWING: http://www.democracynow.org/
Democracy Now!
Other news venues include: "NYTimes.com News Alert" <>
The Huffington Post
TV: CNN, FOX NEWS, CBS, NBC, MSNBC, ABC, COMEDY CHANNEL, etc., etc.
Hometown newspapers are also online:
www.dailynews.com/ Los Angeles Times - California, national and world news latimes.com www.latimes.com/
Semester Schedule: Topics and activities
1. Definition of a Paradigm: A discussion of a belief system. One page “Roots” assignment due the second week.
2. Study of Emile, by Jean Jacques Rousseau: A text considered by many to be the generative paradigm upon which all studies of child/adolescent development are based.
3. Changes in drawing pedagogy throughout the 20th Century: a reflection of changes in theories of child/adolescent development in art education, related to the teaching and learning of drawing. (class trip to 4th floor, Oviatt Library)
4. The Picture Study Movement, and art appreciation activities in the public schools: The effects of the Moral Paradigm of the 19th Century on American art education pedagogy.
5. Art Education at the turn of the 20th Century: The effect of the Romantic Paradigm on child/adolescent development theory and praxis at the beginning of the 20th Century. (Two sections of the final research paper, will be due approximately week 5 or 6.)
6. The impact of the Bauhaus on American art education: A discussion of Bauhaus theory as it evolved from Rousseau and the Romantic Paradigm, and the impact of the Bauhaus on teacher education in the United States related to child development theory and praxis.
7. Creativity--recent challenges to traditional beliefs: What the deconstruction of the Romantic Paradigm means to theories of child/adolescent development, as it relates to notions about creativity, and the impact this has had upon recent art education theory and practice.
8. Modernist Art Education and Post Modernist Art Education: the evolution of belief systems about child/adolescent development throughout the 20th to the 21st century. Art Education as a multicultural and cross-cultural discipline which encompasses visual culture as well as fine art.
9. Student Presentations and final event.
Additional Reading:
SELECTED BIBLIOGRAPHY: 590 History & Philosophy of Art Education
Edie Pistolesi, Instructor
Appignanesi, R., and C. Garratt. Introducing Postmodernism. New York: Totem Books, 1995.
Art Education: The Journal of the National Art Education Association, all issues to present. Reston, VA: National Art Education Association.
ARTnews: All issues to present. New York: Milton Esterow, Publisher
Baker, D. "J. Liberty Tadd, Who Are You?" Studies in Art Education, 26/2 (1985), 75-85
Boal, A. Theatre of the Oppressed. New York: Theatre Communications Group, 1985.
Boal, A. Games for Actors and Non-Actors. London: Routledge, 1992.
Boal, A. The Rainbow of Desire: The Boal Method of Theatre and Therapy. London: Routledge, 1995.
Boal, A. Legislative Theatre: Using Performance to Make Politics. London:
Routledge, 1998.
Columbus Museum of Art, Columbus, Ohio. Symphonic Poem: The Art of Aminah Brenda Lynn Robinson. New York: Abrams, 1998.
Conal, R. ARTBURN. New York: RDV Books, 2003.
Danto, A. C. Beyond the Brillo Box: The Visual Arts in Post-Historical Perspective. New York: The Noonday Press, 1992.
Danto, A. C. Embodied Meanings: Critical Essays and Aesthetic Meditations. New York: Noonday Press, 1994.
Danto, A. C. After the End of Art: Contemporary Art and the Pale of History. Princeton: Princeton University Press, 1997.
Danto, A. C. The Madonna of the Future: Essays in a Pluralistic Art World. Berkeley: University of California Press, 2000.
Doherty, B. This is Burning Man: New York. Little, Brown, 2004.
Dolphin, L, Ed. Evidence: The Art of Candy Jernigan. San Francisco: Chronicle Books, 1999.
Dow, Arthur Wesley (1899) with a new introduction by Joseph Masheck. Composition (13th ed.). Berkeley: University of California Press, 1997.
Duncum, P. Engaging Public Space: Art Education Pedagogies for Social Justice. Equity and Excellence in Art Education, (44-3), 348-363, 2011.
Efland, Arthur D. A History of Art Education. New York: Teachers College Press, 1990.
Fineberg, J. The Innocent Eye: Children's Art and the Modern Artist. New Jersey: Princeton University Press, 1997.
Garoian, C. R. Performing Pedagogy: Toward an Art of Politics. Albany, New York: State University of New York Press, 1999.
Gaudelius, Y., and P. Speirs, Ed. Contemporary Issues in Art Education. New Jersey: Prentice Hall, 2002.
Gouma-Peterson, T. Miriam Schapiro: Shaping the Fragments of Art and Life. New York: Abrams, 1999.
Haskins, J. One Nation Under a Groove: Rap Music and Its Roots. New York: Hyperion Books for Children, 2000.
Hirsch, E. D., Jr. The Schools We Need and Why We Don't Have Them. New York:
Doubleday, 1999.
Kaprow, Allan. The Blurring of Art and Life. Berkeley: University of California Press, 1993.
Kent, Corita, and Jan Steward. Learning By Heart : Teachings to Free the Creative Spirit. New York: Bantam, 1992.
Kirby, Michael. Happenings: An Illustrated Anthology. New York: Dutton, 1966.
Kreuter, H. Drama in the Desert: The Sights and Sounds of Burning Man. San Francisco: Raised Barn Press, 2002.
Kundera, Milan. The Unbearable Lightness of Being. New York: Harper, 1991.
Lou, Liza. Leaves of Glass. Hovikodden: Henie Onstad Kunstsenter, 2001.
Lupton, E., and J. Abbott Miller, eds. The ABC's of Circle, Square, Triangle: The Bauhaus and Design Theory. New Jersey: Princeton Architectural Press, 1991.