Art 401: Foundations of Art Education
Fall 2008
Time: Tuesdays, 6:00 p.m. – 8:50 p.m.
Text: Efland, A. (1990). History of art education: Intellectual and social
currents in teaching the visual arts. NY: Teachers’ College Press.
Instructor: Dr. Edward O Stewart
CVA 203B
Phone: 438-7327
e-mail: eostewa@ilstu.edu
Office Hours: TH 10:00 a.m. – NOON. or by appointment
Web address: http://www.ilstu.edu/~eostewa
Course Description
This course examines the historical and philosophical foundations of art education.
Lectures and discussions about art education history in the United States and current issues in art
education will be conducted. Analysis and discussion of selected readings from course text are
required. Selected additional readings, oral and written presentations of reviews journal articles,
and one exam are also required.
Through analysis and directed critiques of education and art education journals, students will
examine the evolution of educational beliefs and practices in art education. Each student will
select art journals published between each of these three periods: 1) 1902 – 1935, 2) 1936– 75,
and 3) 1976 – the present. Each student will select a five-year period and examine the journal’s
articles for topic and author to investigate trends and issues of that period. One or two articles
of interest to the student will be selected to be read for more detailed content. The report will
contain Bibliographic data, meta-analysis of trends in articles and a presentation of the content of
the article read and a critique of each author’s point of view. This information will also be shared
in class. For a final project students will select and read a book from Efland’s bibliography, read
it, write a report highlighting the major points, and include your personal reaction to the book.
You will share this information with the class. Students are expected to attend all classes. Class
participation is a major aspect of this course. Lack of participation will be reflected in student
grades. In the event of an absence please notify the course instructor promptly.
Course Objectives:
As a result of active participation in this course, the student will be able to:
a. name and describe the ideas that have shaped American art education
b. name and describe the educators who have helped shape American art education
c. describe the role that social, economic, and political factors shape schools and
educational philosophies
d. link past ideas with current practices
e. analyze articles for their philosophical content and link those ideas to their historical
context
f. debate the validity of past practices in the current context
g. use APA style in scholarly writing
Any student needing to arrange a reasonable accommodation for a documented disability should contact
Disability Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TTY).
Course Evaluation



Active, knowledgeable participation in class discussions
Journal Reports
Exams
TOTAL
20%
60%
20%
100%
Calendar Art 401
Fall 2010
Efland, A. (1990). History of art education: Intellectual and social currents in teaching
the visual arts. NY: Teachers’ College Press.
Week 1
8/24
Introduction / Syllabus / Course Schedule

APA Style overview

Art education historical chronology. (Timeline project)

Ideas that have shaped American schools

JOURNAL & BOOK REPORTS

Week 2
8/31
Reading Assignment for 8/27 – pp. 8-25 (text)
Western origins of art education – discussion

Classical era – Greece, Plato, Rome, and the Middle Ages.
Have journal & years selected. Consider Book for book report.
Week 3
Week 4
Week 5
Week 6
Week 7
Discussion of curricula articles and Journal report guidelines
9/7
9/14
9/21
Western origins of Art Education:

Renaissance

French Academy

Enlightenment

Art in general education
Chapter 3
Visual Arts in the Industrial Revolution:

Industrialization

Romanticism

Ateliers

Academies and other schools
First journal reports
Chapter 4
The invention of the Common School

Pestalozzi

Mann

Industrial Drawing Movement

Walter Smith
EXAM #1 REVIEW
9/28
Chapter 5
Romantic Idealism

Froebel

Ruskin
 Art and the education of women in 19th century America
EXAM #1
10/5
Chapter 6
Social Darwinism

Picture study movement, child study Social Darwinism, and the arts and
crafts movement.

G. Stanley Hall, John Dewey, Progressive education and the separation of
art from vocational education.
Week 8
Journal Report #2
Presentation & Paper
@15- 20 min ea.
10/12
CONTINUE DISCUSSION
Social Darwinism

Picture study movement, child study Social Darwinism, and the arts
and crafts movement.

G. Stanley Hall, John Dewey, Progressive education and the separation
of art from vocational education.
Week 9
Week 10
10/19
Chapter 7

Expressionist & Reconstructionist Streams

Creative self-expression, child art

Cizek, D'Amico, & Cole

Reconstructionist thought and art in the 1920's

The integration of art with other subjects - discussion.

Influence of the Bauhaus on art education -
10/26
Chapter 7
Expressionist & Reconstructionist Streams

Postwar era and art education – discussion and lecture

Week 11
Week 12
Week 13
Nov 20
Week 14
Week 15
Week 16
Art Education from WWII to the Present

GI Bill

Progressive Movement

Expressionism

Lowenfeld

Barken, McFee, Eisner, Lanier, & Smith

The Cold War
11/2
11/9





11/16
- Nov 28 
11/30
Reading Assignment for 11/9 – DBAE find and read two articles
critical on DBAE
Next Week: Oral Presentations
Journal Report #3
Presentation & Paper
@15- 20 min ea.
Chapter 8
Art Education from WWII to the Present continued
Disciplines
Postmodernism
Feminism & gender equity, multiculturalism,
Visual Culture
Review for EXAM II
THANKSGIVING NO CLASS
Book Report
12/7
Book Report
12/14
EXAM II
The calendar can be changed or modified by the instructor to facilitate student learning.