THREADS
Will Jones
Tusculum College
VISA 330 – The Arts and Childhood Learning
REFORMIST
John Dewey, Elliot Eisner, Hilda Taba
Donald Kirkpatrick, Friedrich Frobel, John Amos Comenius
John Dewey
October 20, 1859 – June 1, 1952
Enrolled at 15 years old to the
University of Vermont. Graduated
second in his class.
Earned his doctorate from Johns
Hopkins University in 1884.
University of Michigan:
Assistant Professor
University of Minnesota:
Professor of Philosophy.
University of Chicago:
Head of the Philosophy
Department, Director of
the School of Education
Columbia University:
Professor of Philosophy
John Dewey was a important
figure in 19th and 20th century
educational reform. He argued
that education should be based on
the principle of learning through
doing.
He founded and started two
separate schools to test these
education concepts.
Dewey traveled the world to speak
for educational reform in schools.
He argued that students should
have close learning experience
with lessons based on present
theories.
(biography.com, 2014)
Elliot Eisner
March 10, 1933 – January 10, 2014
Graduated from Roosevelt University
in 1954 with a BA in Art and
Education. Received an MS in Art
Education from Illinois Institute of
Technology the following year.
Received a Master and Doctorate
degree in Education from University
of Chicago.
Authored 17 books
Honored with:
Palmer O. Johnson Memorial Award
John Simon Guggenheim Fellowship
Fulbright Fellowship, Jose
Vasconcelos Award, Harold W.
McGraw Jr. Prize in Education,
Brock International Prize in
Education, University of Louisville
Grawemeyer Award for Education,
and five honorary degrees
Eisner declared that the arts,
which included music, dance and
visual art, were critically
important to the development of
thinking skills in children and that
the arts might offer teachers a
powerful guide and critical tool in
their practice.
As president of the National Art
Education Association, turned his
list “10 Lessons the Arts Teach”
into a poster that can be found in
many classrooms around the
nation today.
(Donald, 2014)
Hilda Taba
December 7, 1902 – July 6, 1967
1921 – Graduated from Voru High
School for Girls.
1921 – Received Elementary
Teacher Certification from
Didactic Seminar of Tartu
1923 – Transferred from an
economics student to a history and
education student at the
University of Tartu.
1926 – Graduated from the
University of Tartu.
1927 – Graduated with her MS
from Dryn Mawr College.
1931 – Graduated with her PhD in
Educational Philosophy from
Columbia University
Hilda Taba believed that student
make generalizations only after
information is organized.
She believed that students could
be led toward making
generalizations through concept
development and concept
attainment strategies.
Her model is known for teaching
involving inductive thinking. If
students use multiple strategies, it
can help them successfully solve
problems. These inductive
strategies are embedded in
cognitive processes and require the
learner to employ precise
questioning techniques.
(Velez, 2010)
Donald Kirkpatrick
March 15, 1924 – May 9, 2014
Obtained his BBA, MBA, and PhD
degrees from the University of
Wisconsin.
Worked for:
Management Institute of Wisconsin
Management Training
International Minerals
Training Director
Bendix Products Aerospace Division
Human Resource Manager
University of Wisconsin
Professor Emeritus
Served as a past national president
of the American Society for Training
and Development.
He authored seven books, including
the 3rd edition of Evaluating Training
Programs: The Four Levels, which is
now the basis for evaluation all over
the world.
Donald Kirkpatrick’s Four Levels of
Learning and Training Evaluation
has become world renowned and is
now considered an industry standard
across the HR and training
communities (Chapman, 2014).
Kirkpatrick’s Levels include:
1. Reaction of Student
How did the delegates feel
about the training?
2. Learning
What is the increased
knowledge from beginning to
after
3. Behavior
How did they apply this
learning and has their
behavior changed?
4. Results
Result of evaluation and the
effect it had on the business.
(Chapman, 2014)
Friedrich Froebel
April 21, 1782 – June 21 1852
Originator of Kindergarten
Uncle gave him a home and sent him
to school after his mother died when
he was 9 months old and father
neglected him.
Enrolled in the University of
Gottingen in Germany.
After an interuption of his studies
due to the Napoleonic Wars, he
opened a school in Griesheim,
Thuringia. He put to practice his
educational theories and the school
flourished.
Opened an infant school in
Blankenburg, Prussia, that was
originally called Child Nurture and
Activity Institute. It was later
renamed Kindergarten, or “garden of
children.
Froebel believed that humans are
essentially productive and creative.
He wanted a system that would
fulfill the development of both.
He sought to encourage the creation
of educational environments that
involved practical work and the
direct use of materials. When
students engaged with the world,
understanding would then unfold.
Hence the significance of play.
Developed special materials (such as
shaped wooden bricks and balls), a
series of recommended (occupations)
and movement activities, and a
linking of set theories.
He origianlly linked these activities
in the home, but later sought for
special centers that were geared for
the care and development of children.
(Smith, 1997)
John Amos Comenius
March 28, 1592 – November 14, 1670
Czech educational reformer and
religious leader.
1613 – Enrolled in the University of
Heidelberg.
Went into hiding due to the Thirty
Years’ War and emperor Ferdinand
II’s determination to re-Catholicize
Bhomemia.
Possibly turn down the invitation to
become president of Harvard College.
1648 – Was consecrated presiding
bishop of the Moravians.
Wrote several papers, books, and
articles – The Labyrinth of the World
and the Paradise of the Heart, The
Great Didactic, Janua Liguarum
Reserata,, and Orbis Sensulium
Pictus.
It was during his time in Leszno,
Comenius began to prepare for the
day when it would be possible to
rebuild the Bohemia society from the
Thirty Years’ War. He began to
reform the educational system and in
doing so, advocated for full-time
schooling for all the youth in both
their native and European culture
Comenius required two ideas to the
reform.
1. Teachers needed to pay attention
to the mind of the child and how
the student learned.
2. European culture needed to be
accessible to all children, so it
was necessary to learn Latin.
He advocated “nature’s way” of
learning, that is, learning about
things and not about strict grammar
(Sadler, 2013).
ARTIST
Arthur Wesley Dow, Georgia O’Keefe, Pablo Picasso
Alexander Calder, Robert Rauschenberg
Joseph Cornell, Betty Edwards, Naum Gabo
Arthur Wesley Dow
April 6, 1857 – 1922
Landscape painter
Printmaker
Photographer
Influential art educator
Showed promise as an artist with his
drawings in the serial Antiquarian
Papers.
Moved to Paris and enrolled in the
Academie Julian. His landscape
paintings were accepted into the Paris
Salon and exhibited in the United
States.
Returned to Massachusetts and took a
studio in Boston where he began
working as an art educator.
Founded the Ipswich Summer School of
Art, instructed at Pratt Institute, and in
1904, was appointed the Director of
Fine Arts of Columbia University
Teacher’s College.
(Kathleen Brown, 2014)
“The Hill Field”, Arthur Wesley Dow,
1910, oil on canvas, 14”x19.9”,
Smithsonian American Art Museum
“Crater Lake”, Arthur Wesley Dow, 1919, oil on canvas,
18”x10”, Addison Gallery of American Art
“Boats at Rest”, Arthur Wesley Dow, 1895,
oil on canvas, 26”x36”, Art Institute
Chicago
Georgia O’Keeffe
November 15, 1887 – March 6, 1986
Pioneer of Modern Art, painter
Attended the Art Institute of Chicago
Attended the Art Students League in
New York and studied along side of
William Merritt Chase.
1914 – Attended the Teachers
College of Columbia University and
took class from Arthur Wesley Dow.
Her first public show was in 1916 at
Alfred Stieglitz’s gallery 291. The two
later married in 1924.
After his death in 1946, O’Keeffe
moved to New Mexico which inspired
many of her famous artworks.
(biography.com, 2014)
“Black Iris”, Georgia O’Keeffe, 1926, oil
on canvas, 36” x 29 ⅞”, Alfred Stieglitz
Collection, 1969. The Metropolitan
Museum of Art
“Ram’s Head with Hollyhock”, Georgia
O’Keeffe, 1935, oil on canvas, 30” x 36”,
American Art, Brooklyn Museum
Pablo Picasso
October 25, 1881 – April 8, 1973
Painter
Sculptor
Printmaker
Creator of Cubism
(with Georges Braque)
At the age of 14, due to his
extraordinary entrance exam, was
accepted to Barcelona, Spain’s School
of Fine Arts. He then began to skip
classes to sketch the city.
At the age of 16, was accepted to
Madrid, Spain’s Royal Academy of
San Fernando. Again, he began to
skip class to sketch the city.
His painting “Les Demoiselles
d’Avignon” is considered the
precursor and inspiration of Cubism.
(biography.com, 2014)
“Guernica”, Pablo Picasso, 1937, oil on canvas, 137.4” x
305.5”, Museo Reina Sofia, Madrid
Alexander Calder
July 22, 1898 – November 11, 1976
Painter
Illustrator
Sculptor
Attended the Arts Students League,
and was influenced by artist of the
Ash Can school.
Moved to Paris, France in 1926 and
developed his miniature circus.
Inventor of the mobile.
Also known for his wire figures and
stabiles, which were large, stationary
abstract sculptures.
(biography.com, 2014)
“Untitled” Alexander Calder,
1976, 76’, National Gallery of
Art, Washington D.C.
“Flamingo”, Alexander Calder, 1974,
sculpture, 53’ x 29’ x 60’, Chicago Federal
Plaza
Robert Rauschenberg
October 22, 1925 – May 12, 2008
Painter
Sculptor
Studied at:
Kansas City Art Institute
Academie Julien, Paris
Black Mountain College
Along with Jasper Johns, they paved
the way for pop art of the 1960’s
Worked as a costume and stage
designer.
Mixed both sculpture and paint in
works he called “combines”.
Incorporated sound and motors in
later works.
Experimented with collage and
photograph transfers.
biography.com, 2014
“Bed” Robert Rauschenberg
1955, Oil and pencil on pillow,
quilt, and sheet on wood
supports, 6’ 3¼’’x31 ½”x 8”, Mr.
and Mrs. Leo Castelli, New York
Joseph Cornell
December 24, 1903 – December 29, 1972
Assemblage Artist
Worked as a door-to-door salesman,
textile worker, and garment worker.
Very secluded man that lived in one
house for most of his life.
Had no formal training in art.
He is associated with Surrealist, but his
work is essentially different.
His created assemblage pieces, which
most were boxes, with glass fronts,
containing objects and pieces of collage.
(Encyclopedia of World Biography, 2004)
“Untitled (Soap Bubble
Set”, Joseph Cornell,
1936, Construction,
15¾” x 14¼” x 5 7/16”,
Wadsworth Atheneum,
Hartford, CT
“Habitat Group for a Shooting
Gallery”, Joseph Cornell, 1943,
Construction, 15½” x 11⅛” x
4¼”, Des Moines Art Center,
Coffin Fine Arts
“Tilly Losch”, Joseph
Cornell, 1935,
Construction, 10” x 9¼”
x 2⅛”, Collection Mr.
and Mrs. E. A.
Bergman, Chicago
Betty Edwards
Art Teacher
Author
Bachelor’s in Art – UCLA
Master’s of Art – California State
University, Northridge
Doctorate in Art, Education, and
Psychology – UCLA
Author of Drawing on the Right Side
of the Brain
In the late 1960’s, Betty Edwards
could not understand why her art
students struggled while mastering
new skills in other disciplines.
She began to explore what happened
when she began to draw. With her
work and the work of her students,
she developed Drawing on the Right
Side of the Brain.
She realized drawing is made up of
five perceptual skills.
1. The perception of edges
2. The perception of spaces
3. The perception of relationships
4. The perception of lights and
shadows
5. The perception of the whole, or
gestalt.
She argued that the right brain’s
strengths are undervalued and
under-trained.
(Anna Black,
2007)
Naum Gabo
August 5, 1890 – August 23, 1977
Sculptor
Studied Medicine / Engineering and
Physics in 1910.
Attended lectures in art history by
Heinrich Wolfflin.
Made his first sculptures in 1915 by
using metal and celluloid. He created
the likeness of human beings.
Established a studio and accepted
students.
Produced Kinetic Composition in
1920, known as one of the earliest
examples of kinetic sculpture.
Taught at Harvard University School
of Architecture.
(Encyclopedia of World Biography, 2004)
“Head No. 2”, Naum Gabo,
1966, sculpture from Cor-ten
steel, 69” x 52 ¾” x 48”,
Hayward Gallery, Loundon
EDUCATIONAL IDEAS
The Digital Divide, NCLB, Picture Study Movement
Black Mountain College, Teaching for Artistic Behavior
Getty Center for the Arts, Arts-Based Literature
Project Zero, Multiple Intelligences Theory, The Bauhaus
10 Best Teaching Practices for Arts Integration
Constructivism (Art Movement), Constructivism/Social
Interaction Theory/Group Work
DIGITAL DIVIDE
The discrepancy between people who have access to and the resources to use new
information and communication tools and people who do not have the resources and
access to the technology. This also applies to skills, knowledge, and abilities.
(webopedia.com, 2014)
NCLB
No Child Left Behind Act 2002
This legislation promised to eliminate the achievement gap, improve
teacher quality, empower parents, and promote school safety.
(Cornet, 2011)
PICTURE STUDY MOVEMENT
Picture study pays attention to the aesthetics. The idea behind picture
study was to bring culture to the child to change the parents. Picture study
focused on artwork from the Renaissance onward, but did not include
“modern art. The lesson focused on specific art pieces and the study of
those.
(kgrimm, 2010)
BLACK MOUNTAIN COLLEGE
In 1933, John A. Rice, a scholar who left Rollins College, wanted to create a new type
of college based on John Dewey’s principles of progressive education. Black Mountain
College was operated by faculty and was committed to democratic governance and
that the arts were central to the experience of learning.
(Blackmountaincollege.org, 2014)
TEACHING FOR ARTISTIC BEHAVIOR
TAB is a nationally recognized choice-based art education approach ot
teaching art. Developed and researched at the Massachusetts College
of Art, TAB enables students to experience the work of the artist
through authentic learning opportunities and responsive teaching.
(teachingforartisticbehavior.com, 2014 )
GETTY CENTER FOR THE ARTS
Founded by J. Paul Getty, he established his own museum and provided public access
to his personal collection. Getty believed in making art available to the public for its
education and enjoyment. Since then, the Getty Center has expanded and taken in
new pieces and artworks.
(J. Paul Getty Trust, 2014)
ARTS BASED LITERATURE
This is literature that is strictly about the arts. This can include both
fiction and nonfiction, information, and narrative books based on artist,
music, visual art, drama and dance.
(Cornett, 2011)
PROJECT ZERO
Project Zero is an educational research group at Harvard Graduate School
of Education that is composed of multiple, independently-sponsored
research projects. They examine the development of learning processes in
children, adults, and organizations.
(pz.harvard.edu, 2014)
MULTIPLE INTELLIGENCE THEORY
Psychologist and professor of neuroscience at Harvard, Howard
Gardner, developed one theory in 1983 that defines “intelligence” as the
skills that enable anyone to gain new knowledge.
8 Learning Styles: Verbal, Logical, Visual, Auditory, Bodily,
Interpersonal, Intrapersonal, and Naturalistic
THE BAUHAUS
The Bauhaus was founded in 1919 in the city of Weimar by German
architect Walter Broius. His vision was for a union of art and esign in
the Proclamation of the Bauhaus. He developed a craft based curriculum
htat would turn out artisans and designers capable of creating useful
and beautiful objects.
(Winton, 2014)
10 BEST TEACHING PRACTICES FOR
ARTS INTEGRATION
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Philosophy of education
Arts literacy: content and skills
Collaborative planning
Aesthetic learning enviroment
Literature as a core art from
Best Practices
Instructional design: structure and routines
Differentiation
Assessment FOR learning
Arts partnerships
CONSTRUCTIVISM (ART MOVEMENT)
Constructivism was the last and most influential modern art movement to flourish in
Russia in the 20th century. I borrowed ideas from Cubism, Suprematism, and
Futurism, but at the heart was an entirely new approach .
(theartstory.org, 2014)
Biblography
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Stanford Graduate School of Education. Elliot Eisner[Picture], May 25, 2014,
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spx
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