IMPROVING THE TEACHING OF ART APPRECIATION, RESEARCH AND DEVELOPMENT TEAM ...

370 Pages·2007·9.34 MB·English

RESUMES
REPOR T
ED 011 063
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IMPROVING THE TEACHING OF
ART APPRECIATION, RESEARCH AND
DEVELOPMENT TEAM FOR THE
IMPROVEMENT OF TEACHING ART
'APPRECIATION IN THE
SECONDARY SCHOOLS.
BY- ECKER, DAVID W.
OHIO STATE UNIV., COLUMBUS,
RESEARCH FOUNDATION
REPORT NUMBER CRP-V-006
PUB DATE
NOV 66
REFORT,NUMBER BR-5-1368
CONTRACT °EC-5-10-308
EDRS PRICE
MF-$0.54
HC-$14.16
354P.
DESCRIPTORS- *ART APPRECIATION,
*SECONDARY SCHOOLS, RESEARCH
PROJECTS, *TEACHING METHODS,
*DEVELOPMENTAL PROGRAMS, ART
EDUCATION, *INSTRUCTIONAL
IMPROVEMENT, COLUMBUS
IN THE SUMMER OF 1965, A RESEARCH
AND DEVELOPMENT TEAM
WAS ASSEMBLED AT OHIO STATE
UNIVERSITY TO CONSIDER THE
PROBLEM OF IMPROVING INSTRUCTION
IN ART APPRECIATION IN THE
SECONDARY SCHOOLS. THE OBJECTIVES
WERE (1) TO PRODUCE NOT
LESS THAN EIGHT CORRELATED
STUDIES FOCUSED ON SOME OF THE
CONCEPTUAL AND OPERATIONAL
PROBLEMS INVOLVED IN FUTURE
RESEARCH AND DEVELOPMENT
ACTIVITIES, AND (2) TO EVALUATE THE
-UTILITY AND PRODUCTIVITY OF
SHORT-TERM RESEARCH IN
CONFRONYING THE DEVELOPMENTAL FROBLEMS.'ONE
JUDGE EVALUATED
THE TEAM'S WORK -IN- PROGRESS,
AND THREE JUDGES EVALUATED THE
COMPLETED STUDIES. ON THE
BASIS OF THESE FORMAL EVALUATIONS
(INCLUDED IN THE REPORT) AND THE
INFORMAL CRITICISM OF 35
MEMBERS OF THE INSTITUTE FOR
ADVANCED STUDY IN ART
APPRECIATION, OHIO STATE UNIVERSITY,
SUMMER 1966, IT APPEARED
THAT THE RESEARCH AND DEVELOPMENT
TEAM SUCCESSFULLY DEALT
WITH THE PROBLEMS IT SET OUT TO
INVESTIGATE. THE DISCUSSIONS
INCLUDED IN THE REPORT WERE (1)
A HISTORY OF THE TEACHING OF
ART APPRECIATION IN PUBLIC SCHOOLS,
(2) ART APPRECIATION AND
THE ADOLESCENT MYSTIQUE,
(3) VERBAL OPERATIONS IN CLASSROOM
INSTRUCTION, (5) THE WORK OF ART
AND THE OBJECT OF
APPRECIATION,
(6) ,THE WORK OF ART AND THE TEXT
THAT
ACCOMPANIES IT, 01 FOUR FUNCTIONS
FOR AN ART TEACHER, AND
(8) EVALUATIONS OF THOSE SEVEN
STUDIES. (TC)
I
WEISARE
AND
EDUCATION
OF HEALTH,
DEPARTMENT
J. S.
Education
tie(
Office of
received from
exactly as
opiniong
or
reproduced
of view
been
It Points
document has
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of Educatiori
ong,tnating
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//IMPROVING
THE TEACHING OF ART APPRECIATION)
Research and Development Team for the Improvement
11
of
Teaching Art Appreciation in the Secondary
Schools
1
I
Project No. V-006
Contract No. 0E-5-10-308
*I
I
PEN
David W. Ecker
Project Director
1
AU I
1
ws7
November 1966
I
ARTS AND HUMANITIES BR
I
The research reported herein
was performed pursuant to a
I
contract with the Office of Education,
U. S. Department
of Health, Education, and Welfare.
Contractors undertaking
such projects under Government sponsorship
are encouraged to
I
express freely their professional judgement in the
conduct
of the project.
Points of view or opinions stated do
not,
therefore, necessarily represent official
Office of Educa-
I
tion position or policy.
I
The Ohio State University Research
Foundation
Columbus, Ohio
I1
I"
t
I
ACKNOWLEDGMENTS
There is more to a team than
its players.
As with most team efforts,
the most visible members
of the research and
development team--those in-
dividuals whose work is
presented in this report--were
supported by a good
many people whose energy, imagination,
and talents helped them sUbstan-
tially to bring their work
to fruition.
In addition to the individuals
in the Cooperative Research
Branch of the U. S. Office of
Education, the
following people are especially
to be thanked.
Professor Glenn Patton,
as major consultant, not only contributed
to
the initial conception of
the project but also to its subsequent
develop-
ment at the weekly team meetings
and small group planning sessions.
Dr.
Jerome Hausman, Director of the
School of Art, proviaed much needed
en-
couragement and expert advice
at all stages of the work.
Mr. Hugh Stumbo,
assistant to the project director,
proved to be a resourceful organizer
and gave invaluable help
with the day-to-day problems.
Dr. Eugene Haas,
Director of the Behavioral
Sciences Laboratory, arranged the scheduling,
recording, and transcription
of all proceedings.
Dr. Paul Pepper of the
O. S. U. Research Foundation
lent his considerable skills to the
adminis-
tration of the project.
My appreciation
goes to Mrs. Jean McGreevy, who successfully carried
out the multitude of secretarial
duties connected with the project, to
Mrs. Kathleen Justen, who
provided editorial assistance, and to Mrs.
Marilyn Arora, who typed the
final report.
Finally, I am very much indebted
to the members of the team them-
selves for their intelligence and
perseverence in conducting their re-
search, and also for their patience
in accomodating themselves to the
various failings of the project
director.
David W. Ecker
CONTENTS
Page
INTRODUCTION
A HISTORY OF THE TEACHING OF ART APPRECIATION
CHAPTER ONE:
1
IN THE PUBLIC SCHOOLS: Robert J. Saunders
Art Appreciation and the Public Schools before
1900
2
Art Appreciation--Art Depreciation
5
Art Appreciation Methods after 1900
Arthur Dow and Henry Bailey: 1900-World War I
7
14
School Arts Book and the Pic. turf. Study Method
Art History Notebooks
21
Dewey and Art Appreciation through Integration
22
School Arts and Art Appreciation, 1917-1940
26
Art Appreciation and the Radio
29
Art as Education and the School Art Gallery
29
Modern Art Enters the School Art Program
31
.Art Appreciation: Poit World War II - 1965
34
Art Appreciation and Leisure Time: 1960-70
37
Histora.al Addenda: A's Are for Aesthetics,
Appreciation, and Art
40
ART APPRECIATION AND THE ADOLESCENT MYSTIQUE:
CHAPTER TWO:
Robert J. Saunders
149
Commercial Entrepreneurs and Adolescent Taste
49
Adolescence as a Developmental Stage
54
Art and Middle-Class Taste in the High School
62
Value Judgments of the Adolescent
68
Toward Discove:ing the Adolescent's Taste
70
CHAPTER THREE:AN EXPERIMENTAL COURSE IN HIGH SCHOOL ART
APPRECIATION: Vincent Lanier
75
Starting where the Pupils Are
76
Some Viewpoints in this Direction
78
What Canalization Can Do to the Curriculum
82
Factors Influencing Response to Art
86
1. Social attitude toward specific work
86
2. Cultural view of art form
89
3. Perceptual skills
91
iii
CONTENTS (continued)
Page
4. Recognition of
formal qualities
91
5. Knowledge of specific
symbols
92
6. Associations
93
7. Historical identificatioN.,
94
8. Judgments
95
9. Relationship of art work to
life
95
What the Art Teacher Can Do
100
Model Lesson Plan, Unit
100
Model Lesson Plan, Unit II
102
Selected Bibliography
105
CHAPTER FOUR: VERBAL OPERATIONS
IN CLASSROOM INSTRUCTION:
Philip G. Smith
107
Introduction
I.
107
Successful Teaching
108
Criteria for Useful Categories
110
1. Empirical significance arid,
adequacy
111
2. Internal consistency and clarity
112
3. External consistency and systematic
relatability
113
4. Prescriptive fruitfulness
114
What Is to Be Classified?
115
The Categories
II.
llb
Recapitulation of Categories
139
III.
Conclusions
"140
Suggestions for research
140
Suggestions for teacher education
143
CHAPTER FIVE: THE WORK OF ART AND
THE OBJECT OF APPRECIATION:
Kenneth Marantz
Unasked Questions in Art Education
I.
Literature
147
Defining art appreciation
147
iv
CONTENTS (continued)
lob
Page
II.
Categories of Appreciation
151
The anPlytic categories
152
III.
The Work of Art
157
IV.
Reproductions
lo5
V.
The Environment of Appreciation
173
VI.
Using Objects for Appreciation
175
CHAPTER SIX:
THE WORK OF ART AND THE TEXT THAT
ACCOMPANIES
IT: G. Stephen Vickers
179
The Choice of Texts
180
A.
Apollo: An Illustrated Manual of
the History
of Art Throughout the Ages, S. Reinach
Art Through the Ages, Helen
B,
Gardner
182
The Story of Art, E. H. Gombrich
C.
186
D.
The History of Art, H. Janson
191
E.
Learning to Look, Joshua C. Taylor
192
Categories of Material
198
Appenclix A: List of 300 Monuments
201
Selected and Annotated Bibliography of
Texts
and Reference Books Available for
Instruction
in Art Appreciation at the High School
Level
217
CHAPTER SEVEN: FOUR FUNCTIONS FOR AN
ART TEACHER: Charlotte
Buel Johnson
225
The Art Teacher Functions
I.
as Historian
22o
Typical examples
229
The art teacher as historian deals
with
contemporary art
237
Still life
238
The human figure
Color
244
aw.rimmailiwOmmimm.
CONTENTS (continued)
Page
The Art Teacher Functions as Critic
II.
240
III.
The Art Teacher Functions as Artist
253
What
relief sculpture?
255
What is painting?
255
What is mosaic?
256
The Art Teacher Functions as Curator
IV.
257
Conclusion
260
Illustrations
262
Footnote Bibliography
264
Selected Bibliography
266
Gallery Trip
268
CHAPTER EIGHT;
SUMMARY, EVALUATIONS, CONCLUSIONS: David W.
Ecker
?79
Objectives
279
Procedures
279
Abstract of Studies
281
Evaluation and Discussion of Project
284
Process evaluation: E. F. Kaelin
Product evaluations: Edmund Feldman, Andrea
Carson, Martin Russell
300
Conclusions
320
Appendices
- A.
Calendar of Planned Events
325
Discussion Session
B.
327
Consultation Session
331
C.
Deadlines for Returning Criti-
D.
cism of First Drafts to Authors
335
Memo No. 2
E.
337
BIOGRAPHIES OF AUTHORS
339
vi
I
LIST OF FIGURES
Figure No
Page
Chapter III
1
Individual Art Experience as Communication
87
2
Decoding Factors in Individual Art Experience
88
Drawing bar W. Miller
3
(D 1965 The New Yorker Magazine
90
4
Feedback to Social Sources of Art Experience
98
Chapter VI
1
Akhenaten Worshiping the Sun
Opposite
230
2
Madonna and Child with Angels
Opposite
232',
The Coming Storm
3
234
Opposite
Numbers in Color
236
Opposite
Still Life (Door Closed)
5
238
Opposite
6
Still Life (Door Open)
238
Opposite
7
Still Life
240
Opposite
8
Music and Literature
240
Opposite
9
Pastique et Fiasco
Opposite 240
10
Two Dancing Figures
242
Opposite
11
Reclining Figure No. 1
Opposite
242
12
Saint Gorgon
242
Opposite
13
Winged Genius
244
Opposite
14
Nude Figure
244
Opposite
15
Water from the Rock
Opposite
241-
16
Vine Rinceau with Two Peacocks
246
Opposite
17
Yellow Christ
246
Opposite
vii
LIST OF FIGURES (continued)
Figure No.
Page
18
Synchromy to Form
Opposite
246
19
Convergence
Opposite
248
20
Our Lady of All Protections
Opposite
250
21
Dialogue I
Opposite
250
Ace
22
Opposite
250
23
The Age of Bronze
Opposite
252
viii
INTRODUCTION
The problem of how to improve instruction in art appreciation in the
secondary schools is engaging the interest of an increasing nuniber of art
teachers, curriculum specialists, school administrators, and researchers.
An aspect of this general problem--really a cluster of related problems-
-
is to develop more adequate conceptualizations regarding the nature of
art appreciation, the student who presumably will do the appreciating,
the materials he is to appreciate, the teacher who is somehow to facili-
tate this process, and the curriculum in which all this can take place.
It was for the purpose of dealing with these kinds of problems that a
research and development team was assembled at The Ohio State University
in the summer of 1965.
The basic hypothesis of the project was that these logical and
con-
ceptual problems could be dealt with effectively by a concentrated effort
of specialists working together, and the basic assumption
was that the
clarification of central concepts is a necessary condition to long-range
success in teaching art appreciation in the schools.
Accordingly, the
objectives set for the project as stated in the initial proposal
were
(1) to produce not less than eight correlated
studies focused on some of
the conceptual and operational problems involved in future research and
development activities in the area of art appreciation in the secondary
schools, and (2) to evaluate the utility and productivity of such short-
term research in confronting developmental problems in this emerging
area
of concern.
While problem areas were identified in
some detail in the original
proposal, the specific problem to be tackled by each team member
was in-
tentionally left undefined for two
the individuals of the team
reasons:
had not yet been selected and it was felt that the particular talents and
interests of those finally selected should rightfully determine what they
were .f..o undertake; also it was felt that more significant problems would
emerge from discussions and debates between members and with the team as
a whole than if problems were defined beforehand.
As it turned out, some
problems were not identified, and the definition of other problems
con-
tinued to be modified, until well past the half-way mark of the
11
summer
session.
The' irst seven chapters of this report contain the major studies
produced by the research and development team in the nine-week
period, as
well as a number of supplementary projects completed at the
same time
which appear as appendices at the end of several of the chapters.
Each
study provides its own survey of the literature
relevant to the problem
at hand, draws its own conslusions, and makes
its own recommendations.
The final chapter describes the procedures and activities
by means of
which this work was accomplished.
This chapte.7 also provides a summary
of the studies and attempts to synthesize the main
points of the evalua-
tions of the work of the team made by four independent
judges.
ix
11