Developing Visual Arts Education in the United States Massachusetts Normal Art School and the Normalization of Creativity
Aus der Reihe
The Arts in Higher Education
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- Hardcover
- Taschenbuch ausgewählt
- eBook
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Sprache:Englisch
Fr. 102.00
inkl. gesetzl. MwSt.,
Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
22.06.2016
Abbildungen
11 black & white illustrations, biography
Verlag
Palgrave Macmillan USSeitenzahl
263
Maße (L/B)
21/14.8 cm
Auflage
1st ed. 2016
Sprache
Englisch
ISBN
978-1-349-71349-3
This book
examines how Massachusetts Normal Art School became the alma mater par excellence
for generations of art educators, designers, and artists. The founding myth of
American art education is the story of Walter Smith, the school's first
principal. This historical case study argues that Smith's students formed the
professional network to disperse art education across the United States,
establishing college art departments and supervising school art for industrial
cities. As administrative progressives they created institutions and set norms
for the growing field of art education. Nineteenth-century artists argued that
anyone could learn to draw; by the 1920s, every child was an artist whose
creativity waited to be awakened. Arguments for systematic art instruction
under careful direction gave way to charismatic artist-teachers who sought to
release artistic spirits. The task for art education had been redefined in
terms of living the good life within a consumer culture of work and leisure.
examines how Massachusetts Normal Art School became the alma mater par excellence
for generations of art educators, designers, and artists. The founding myth of
American art education is the story of Walter Smith, the school's first
principal. This historical case study argues that Smith's students formed the
professional network to disperse art education across the United States,
establishing college art departments and supervising school art for industrial
cities. As administrative progressives they created institutions and set norms
for the growing field of art education. Nineteenth-century artists argued that
anyone could learn to draw; by the 1920s, every child was an artist whose
creativity waited to be awakened. Arguments for systematic art instruction
under careful direction gave way to charismatic artist-teachers who sought to
release artistic spirits. The task for art education had been redefined in
terms of living the good life within a consumer culture of work and leisure.
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