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Dewey was deemed one of the
most influential American
philosophers and was world
renowned for his way of thinking
about education.
He worked in philosophy,
psychology, and, pedalogy.
In his way Democracy and
Education, he stated that
“philosophy may even be
defined as the ‘general theory of
education’” (Hunt, Carper,
Lasley, II, and Raisch).
Dewey believed that
overemphasis upon content and
differentiating the unique
differences of students was a
better approach verses the
individual needs of a student.
www.prometheaeducation.com/wpcontent/uploads/2012/04/John-Dewey.jpg
Dewey believed that one’s
experiences arise from the
intersecting of two principles:
continuity and interaction.
 “One’s present experience is a
product of one’s past
experiences and the present
situation at hand. Thus to
teach effectively, one must be
aware of what the student has
learned before and see
learning as constitutive and
present in current learning”
(Hunt, Carper, Lasley, II, and
Raisch).
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quote.pixel.com/images/quotes/life/john-deweyquotes-8786-4.png
One of the most
influential and prominent
curriculum theorists and
educationists
 Interests in regards to
education pertain to
“cultivation and the
promotion of new
concepts of literacy
within multiple forms of
representation”
(http://infed.org).
 Advocate for
imagination with the
curriculum
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http://news.stanford.edu/news/2014/janua
ry/images/13403-Eisner_news.jpg
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In the 1960s, Eisner
objected to the idea and
purpose of curriculum
planning in advance for
intended learning
outcomes.
He challenged this
behavior objective
movement and came up
with his alternative called
expressive objectives or
later on called expressive
outcomes. This term,
expressive outcome, is
when a student emerges
with purpose from an
expressive activity.
Believed activities should
vary.
http://youmeandcharlie.com/wpcontent/uploads/2013/09/ymc1.jpg
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http://www.moravian.edu/assets/base/imag
es/aboutimages/buildings/comenius.jpg
Johannes Amos Comenius
“Grand-father of modern education”
Comenius strategy for education was
based on the strategy called
“Pansophia.” This strategy was a
philosophy built upon universal
education (a universal language and
education that included women)
Believed that schools he came across
were “the slaughterhouse of the mind.”
Comenius felt that education was a
following of nature not something forced
upon others.
He planned state schools that had a
defined learning task for each hour of
the assigned days, and that there would
be a break called recess. Comenius
plans for schools were radical at the
time, but in todays schools, his idea is
accepted and used.
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He was the first to use
pictures in textbooks.
Believed that
education began in
the earliest days of
childhood and
continued throughout
one’s life
He was an advocate
for education for
women (a concept
that was un-thought of
for this day and time).
Published 154 books
http://statusmind.com/images/2014/04/Education-Quotes-40379statusmind.com.jpg.
1884, Dow set sail for Paris
where he became a student
of Gustave Boulander and
Jules Lefebre while in Paris. He
saw many new styles and
techniques. These new ways
revolutionized his way of
thinking artistically. He
became inspired.
 1889, he returned to Boston,
his birthplace.
 He discovered new designed
elements from observing a
Japanese ukiyo-e print maker
Katsushika Hokusai at the
public library. Because of this
new discovery, this led him to
meet Ernest Reynolds.

http://pocketknowledge.tc.columbia.edu/files_web
_accessible/34323/3066_medlarge.jpg
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Together, they studied the
various Japanese prints
classifying them into: line,
form, color, and notan.
Dow further elaborated
these new theories in
Notan, his own book of his
thoughts.
Theories gave meaning
and expressions to his work
and left a mark on the art
world through his books on
American printmaking,
painting, photography,
and the decorative arts.
http://www.aaa.si.edu/assets/images/dowarth/refer
ence/AAA_dowarth_27563.jpg
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http://www.theartwolf.com/landscapes/georgia-okeefespring.htm
American painter who was
among America’s first
generations of modernists.
Best known for her flower
canvases
Studied at the Art Institute of
Chicago in the early 1900s.
Studied with artists like William
Merritt Chase
Alfred Stieglitz became her
advocate for photography.
Publically showed her work in
public in 1916 for the first time
with the help of Stieglitz
Married Stieglitz in 1924
Popular early works were:
Black Iris and Oriental Poppies
Sky Above Clouds
III/Above the Clouds
III, 1963
Horse’s Skull with White
Rose, 1931
http://www.okeeffemuseum.org/her-art.html
Green Lines and Pink,
1919
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http://www.stealthgenie.com/blog/digital-divide-istechnology-a-property-of-the-rich-only/
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The digital divide is the people
who have access and do not
have access to a computer
(internet access).
It is the world’s access to the
technology and the gap that is
left for individuals (importantly
students) who do not have
access.
It is underprivileged verses the
wealthy who fill the spaces of the
digital divide.
As we move more into the 21st, we
are becoming more reliant on
technology. As years pass on, the
gap grows larger instead of
smaller
Education has became
dependent on technology and
with children’s access limited, it is
becoming harder to have
students use technology outside
the classroom.
http://blogs.edweek.org/teachers/coach
_gs_teaching_tips/2012/09/the_new_digita
l_divide_1.html
http://latinoschoolleaders.wordpress.com/2013/03/18/th
e-new-digital-divide-academic-digital-divide/
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http://dailytrojan.com/2011/10/02/reforms-tono-child-left-behind-are-positive/
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An educational reform that became
a law in 2002. This law came from the
Elementary and Secondary
Education Act of 1965.
NCLB was the involvement of the
federal government into education.
It was established in the relation and
reaction to academic performance,
achievement, and stability.
Required data to show improvement
of students.
The purpose of this was to mandate
federal funds for reading and math
programs deemed effective, ensure
students achieve various learning
outcomes, have well prepared
teachers in a safe environment. It
was also to close the achievement
gaps of the students and raise the
achievement scores.
Most attention towards the
requirements for testing,
accountability, and school
improvements
 Requires states to test annually
in reading and math (for grades
3-8, and once in 10-12)
 Science testing is done once for
the grades 3-5, 6-8, and 10-12.
 Goal: for the students to be
proficient in grade-level reading
and math by the year 2014
(Tennessee was an exempt
state), Schools must make
adequate yearly progress that is
determined by each state.
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http://www.ed.gov/blog/tag/nclb/
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http://superradnow.wordpress.com/tag/alexandercalder/
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20th century sculptor who was fascinated
at a young age with creating objects
that moved
Born in Pennsylvania, Calder moved to
Hoboken, NJ to attend the Stevens
Institute of Technology, where he
graduated with a degree in engineering
Later in his life, he decided to become
an artist. He studied the art of painting
at the Arts Students League in New York
City. In NYC, he was assigned to sketch
circuses that later became a focus point
of his work.
In 1926, he moved to Paris, where he
began creating portraits and figures
from wire.
He received great amounts of attention
from New York, Paris, and Berlin.
Inspired by other artists, he began
to think abstractly and
incorporated this thinking into his
sculptures. By adding abstract
and kinetic elements, Calder was
able to create Mobiles, what he is
best known for today.
 Calder constructed his artwork
using wire, metal, and wood.
 He produced a wide range of
artwork including: drawings,
paintings, jewelry, and set
designs.
 He was awarded the Presidential
Medal of Freedom and
Bicentennial Artist Award in 1976.
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Untitled, 1972
http://www.kcrw.com/etc/programs/a
t/at120503alexander_calder_at_
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http://www.pictury.org/hilda_t
aba/images/taba_08.jpg
Student of John Dewey
Concern focused around
formulating and
implementing a specific
teaching strategy in order
to help students think more
efficiently and effectively.
Taba’s thoughts centered
around the behavioral
objective.
She was a “theorizer.”
Over her lifetime, Taba
developed teaching
strategies, each clearly
defined for students, to
encourage cognitive
development.
http://www.pictury.org/hilda_taba/images/taba_08.jpg
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http://rapidlearninginstitute.com/traininginsights/training-transfer-kirkpatrick-says-its-allabout-managers
Developed the 4 level
thinking model
First established and
published in 1959, and
was updated in 1975
and again in 1994.
These were published
in “Evaluating Training
Programs.”
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http://idassessment.wikispaces.com/Kirkpatricks+four+leve
ls+of+evaluation
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Reaction-how trainees
react to training
Learning-what trainees
have learned
Behavior-based on
training received, how
has the trainees
behavior changed
Results-analyze your
findings
Known for being the creator
of the kindergarten system
and for putting emphasis on
the idea of play.
 “The purpose of education is
to encourage and guide man
as a conscious, thinking, and
perceiving being in such a
way that he becomes pure
and perfect representation of
that divine inner law though
his own personal choice;
education must show him the
ways and meanings of
attaining that goal”
(www.infed.org).
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http://www.britannica.com/EBchecked/topic/2205
93/Friedrich-Froebel
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Ambition: create
environments suitable
for working with
varying materials.
To understand, is to
engage and explore.
Developed wooden
bricks and balls to aid
in educational games.
http://www.froebelgifts.com/gifts.htm
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http://www.huffingtonpost.com/2013/10/25/picassobirthday_n_4159306.html
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Avant-garde artist who was
considered as one of the
greatest of the 20th century.
1895- attended the School
of Fine Arts in Spain and
San Fernando Academy in
the fall of 1897 and summer
of 1898.
Picasso not only known for
his paintings. He made the
discovery of cubism and
invented the collage.
Inspiration came from the
culture surrounding
Barcelona and Paris.
The Weeping
Woman, 1937
http://totallyhistory.com/theweeping-woman/
Le Reve (The Dream), 1932
http://www.huffingtonpost.com/noraephron/my-weekend-in-vegas_b_31800.html
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http://www.nndb.com/people/599/000115254/
Known as a sculptor and a
collage artist
He was a natural collector
which allowed for him to be
artistic and build/sculpt a
collage and shadow box
Became acquainted with
Julien Levy, a surrealist art
dealer, who showed Cornell’s
work in his gallery
In 1936, he created his first
shadow box.
1938- “Untitled” (Soap Bubble
Set) was created
1940- He became a freelance
illustrator for various
magazines like House &
Garden and Vogue
"Sirius," circa late 1950s
http://www.miandn.com/artists/josephcornell/works/1/
Constructive artist who was born in Russia
 1915-Gabo moved to Norway where he
began making constructive sculptures
(returned to Russia years later during the
Revolution).
 1920- wrote Realistic Manifesto, an
explanation of his thoughts behind his art
 1922- went to Berlin to show his art
 Gabo paved the way for constructive
art.
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Sculpture by Naum Gabo in
Rotterdam/The Netherlands
http://en.wikipedia.org/wiki/File:Gabo_Rotterdam_2.jpg
Started in the late 1800s and
started to end around the
early 1920s (while completely
ending at the end of the ‘20s)
 Idea behind this movement
was to beautify through art.
This beautification (throughout
the school, homes, and
communities) was known as
“Art in Daily Living”
 Promotes- to distinguish what
is tasteful and truly art and
develop a sense of art
appreciation.
 Henry Turner Bailey wrote
various books surrounding the
picture-study movement. He
wrote about the beauty that
the art displayed and the
representation behind it.
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http://www.drprabhatspeaks.com/TheAffectsOfStandar
dizedTestingOnArtsEducation.html
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http://toto.lib.unca.edu/findingaids/periodicals/black_mount
ain_college/default_black_mountain_college.htm
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Began in 1933 and was located
in North Carolina
A college based on John
Dewey’s progressive education
principles
Josef Albers was the first art
teacher
Based on the idea “that the arts
are central to the experience of
learning”
(www.blackmountaincollege.or
g).
Founding occurred with various
historical events: rise of Hitler,
closing of the Bauhas, and the
oppression of artists in Europe
Students included: Robert
Rauschenberg, John Cage,
and Merce Cunningham.
http://justincampoy.tumblr.com/post/4875419650/josef-albersteaching-at-black-mountain-college
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http://stationtostation.com/participants/ro
bert-rauschenberg-foundation/
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1947-discovered his love of drawing
while in the marines (with increased
focus around everyday things)
After the marines, he studied art in Paris.
Shortly after Paris, he moved to North
Carolina and began and “artistic
revolution.”
After growing tiresome of North
Carolina, he moved to New York to
become a painter.
Rauschenberg was an artist that thought
outside of the box. He used
nontraditional material like house paint.
1958- he created “Erased be Kooning”
which marked a place in the world of art
history.
Throughout the years, he experimented
with various ways and techniques of
creating art. For example, in the ‘80s
and ‘90s, he used collage to find new
ways to take photographs and transfer
them
Monogram
http://blanchardmodernart.blogspot.com/
Art teacher
Wrote Drawing on the Right
Side of the Brain in 1979
(which she is most known for)
 Late 1990s-founded the
Center for the Educational
Applications of Brain
Hemisphere Research
 Edwards method to art was
that the brain perceived and
processed reality in 2 different
ways. The ways were verbally
and analytically and visually
and perceptually.
 Edwards method focused on
seeing what is drawn
individually verses perceiving
what it should look like before
it is even drawn.
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http://www.learn-to-draw-right.com/bettyedwards.html
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https://mbasic.facebook.com/profile.php?v=timeline&timecuto
ff=1394195795&page=6&sectionLoadingID=m_timeline_loading
_div_1420099199_1388563200_8_6&timeend=1420099199&timest
art=1388563200&tm=AQA39PiNiMHInQ_x&id=144118082280049&
_rdr
Established in 2001 by
Massachusetts
classrooms and
integrated into the
classrooms in 2007
Concept based
around providing a
more authentic art
experience
Purpose: providing
students with choices
of art to allow for more
experiences
http://www.artfulartsyamy.com/2011_07_01_archive.html
DBAE: stands for discipline-based art
education
 Began in the mid-1980s
 DBAE was promoted by the Getty
Center for Education in the Arts
 DBAE redefined art to “beyond art
making to include also art history, art
criticism, and aesthetics” (Kindel).
 Goal: to incorporate more
comprehensive arts into the curriculum.
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http://jeremyweber.wikispaces.com/DBAE
Arts-based literature is bringing art into
the literary world.
 Adding art into literature, brings the
literature to life.
 It is used to enhance and support
comprehension through dance, music,
and visual art.
 It is used to increase skills in both art and
literature.
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https://colorsofmyday.wordpress.com/catego
ry/connecting-art-literature-in-the-art-room/
http://www.deepspacesparkle.com/2011/09/30/
art-and-literature-art-lessons-for-kids-2/
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1.) Philosophy of education-learning
is built upon a strong belief about the
value of diversity, creative inquiry,
engaged learning and student
independence.
2.) Arts literacy: content and skill- art
concepts are taught to increase a
student’s ability to communicate and
problem solve. Art is a vehicle for
communication across disciplines.
3.) Collaborative planning- co
planning with classroom teachers
and art specialists to facilitate a
transfer of knowledge.
4.) Aesthetic learning environmentspositive attitudes towards learning,
celebrating one’s diversity, respect,
taking risks, and understanding help
create a good physical and
psychological conditions of a
classroom
http://www.washingtonparent.com/articles/1305/artsintegration.php
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http://www.montgomeryschoolsmd.org/schools/parkwoode
s/
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5.) Literature as a core art formliterature is readily available material
and can easily be integrated.
6.) Best practices- explicit teaching
of how-what-why of art concepts,
problem solving and the use of
quality materials.
7.) Instructional design: structure and
routines- keeping a schedule to set
clear objectives for learning both
academically and through the arts.
8.) Differentiation-allowing for
different types of instruction for
various learners strengths and
weaknesses.
9.) Assessment for learning- to
increase learning by using
motivational tools. Motivate
students to achieve success.
10.) Arts partnerships- co-planning to
form partnerships for the arts.
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20th century art movement
Embraced: the fine arts, architecture, literature, theater, and
film.
“Term was used to describe an entirely new kind of creativity
activity in which artistic skills were harnessed not to create works
of art but to design practical objects of everyday use and total
environments for the new society” (Merriman and Winter).
Considered an avant-garde movement
“The artist constructs a new symbol with his brush. This symbol is
not a recognizable form of anything which is already finished,
already made already existing in the world-it is a symbol of a
new world, which is being built upon and which exists by the way
of the people” (www.theartstory.com).
Started in 1915 and ended in the late 1930s
Vladimir Tatlin considered the father of constructivism
http://www.tomchukfilms.com/articles/art_constructivism.php
http://www.creativereview.co.uk/crblog/2008/august/constructivism-the-ism-that-just-keepsgivin
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Constructivism is how people learn and
understand. It is how someone chooses to
learn about something. It is said they learn
through experience.
Social Interaction Theory is on the basis of
communication and how one engages with
one another.
Group Work-is working together for a common
task in efforts to succeed or complete a task.
When combined, these three all work on the
basis of communication, experience, and
collaboration to achieve a goal.
http://www.thepowerofintroverts.com/2011/10/17/what-do-youthink-about-group-work/
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20th century modernist art school
School’s approach was to understand the
relationship art had on technology and society.
Aimed to connect creating and manufacturing
together again and to reunite the applied arts with
the curriculum.
Bauhaus means “house of building.”
1925- moved to Dessau, where architecture was
incorporated into the curriculum (under the direction
of Hannes Meyer).
1932- moved to Berlin with a new director, Ludwig
Mies Vander Rohe.
1933- school closed when the Nazis came into direct
power.
http://bauhausinteriors.com/blog/the-bauhaus-movement/
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http://www.portledge.org/RelId/728123/ISvars/defaul
t/Harvard's_Project_Zero_www_pzny_org_.htm
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Founded in 1967 by Nelson
Goodman.
It was a study performed at
Harvard University to
improve art education.
Later on, it expanded to
include “investigations into
the nature of intelligence,
understanding, thinking,
creativity, cross-disciplinary
and cross-cultural thinking,
and ethics”
(www.pz.harvard.edu).
Can be found nationally
and internationally.
http://classroom-aid.com/2012/12/21/its-about-the-learning-not-the-tools/
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Multiple Intelligence Theory is the “distinct modes of
thinking under the umbrella of intelligence” (Cornet).
This theory was first introduced by Howard Gardner in
1983. He initially identified the 7 types of intelligence but in
1999, he noted 3 more intelligence.
Gardner’s theory challenged the traditional showing that
intelligence is a single construct.
The MI theory helps educators think and draw up new
ways of thinking about the curriculum, the content, and
how to deliver it as related to the various intelligences.
The goal was “curriculum based on the MI theory allows
educators to promote students’ success by focusing on
the students’ unique intelligences and by developing
those less prominent” (Brown, Irby, Yang).
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9 intelligences of the MI theory that can be incorporated into
the curriculum
Linguistic- “ability to effectively learn and use both spoken and
written language to accomplish specific goals, including the
ability to follow the rules of grammer, retain and recall the info,
use language to express oneself rhetorically and poetically,
communicate appropriately” (Brown, Irby, Yang).
Musical- “competence in the performance, composition, and
appreciation of music and involves the capacity to sense,
recognize, and compose musical pitches, tones, and rhythms”
(Brown, Irby, Yang).
Logical- “the capacity to calculate accurately. Reason
deductively, and analyze problems logically, abstractly, and
scientifically” (Brown, Irby, Yang).
Spatial- recognition, use, and manipulation of patterns in small
and large spaces
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Bodily-Kinesthetic- capacities to control the motions of one’s
body or parts of the body and to manipulate objects in highly
skilled ways. It is the ability to skillfully coordinate mental activity
with physical motion.
Interpersonal- capacities to understand the intentions,
motivations, and desires of other people and to interact
effectively with others.
Intrapersonal- ability to understand oneself, including one’s own
emotions, desires, and fears and to be able to make effective
use of this information to regulate one’s own life.
Naturalist- the keen awareness of how to recognize, classify, and
distinguish diverse plants, minerals, and/or animals in natural
surroundings.
Existential- ability to locate oneself with respect to existential
features of the human condition, the significance of life, the
meaning of death, the ultimate fate of the physical and the
psychological worlds and experiences such as love of people or
immersion of art.
http://institute4learning.com/blog/2012/08/23/multiple-intelligences-and-human-development/