A critical note on Christopher Bartel and Jack M. C. Kwong, ‘Pluralism, Eliminativism, and the Definition of Art’, Estetika 58 (2021): 100–113. Art pluralism is the view that there is no single, ...correct account of what art is. Instead, art is understood through a plurality of art concepts and with considerations that are different for particular arts. Although avowed pluralists have retained the word ‘art’ in their discussions, it is natural to ask whether the considerations that motivate pluralism should lead us to abandon art talk altogether; that is, should pluralism lead to eliminativism? This paper addresses arguments both for and against this move. We ultimately argue that pluralism allows one to retain the word ‘art’, if one wants it, but only in a loose, conversational sense. The upshot of pluralism is that talk of art in general cannot be asked to do theoretical and philosophical work.
Although the arts are often thought to be closer to the rim of education than to its core, they are, surprisingly, critically important means for developing complex and subtle aspects of the mind, ...argues Elliot Eisner in this engrossing book. In it he describes how various forms of thinking are evoked, developed, and refined through the arts. These forms of thinking, Eisner argues, are more helpful in dealing with the ambiguities and uncertainties of daily life than are the formally structured curricula that are employed today in schools.Offering a rich array of examples, Eisner describes different approaches to the teaching of the arts and the virtues each possesses when well taught. He discusses especially nettlesome issues pertaining to the evaluation of performance in the arts. Perhaps most important, Eisner provides a fresh and admittedly iconoclastic perspective on what the arts can contribute to education, namely a new vision of both its aims and its means. This new perspective, Eisner argues, is especially important today, a time at which mechanistic forms of technical rationality often dominate our thinking about the conduct and assessment of education.
"How do the arts stack up as a major discipline? What is their effect on the brain, learning, and human development? How might schools best implement and assess an arts program?" Eric Jensen answers ...these questions--and more--in this book. To push for higher standards of learning, many policymakers are eliminating arts programs.
Teaching art at the elementary level provides the student and the teacher with the opportunity to develop artistic skills and enhance awareness of the world and its varied cultures. Art provides the ...chance to gain an appreciation of the various styles of art and artists. Art education allows for students' individual growth; unique, valuable creativity; and provides a means for learning more than art concepts. This guide aims to help teachers, even those with no formal art training, bring the inspiration of art into the classroom. Following basic principles and elements of design, such as composition, line, texture, and color. The guide provides step-by-step directions for more than 120 classroom-tested art projects. Students can enjoy activities, such as creating African masks, op art weavings, and Celtic initials, while learning about art history and other subjects. Projects in the guide are easily integrated into a variety of curriculum areas, including mathematics, social studies, and language arts. Many are multiculturally based, and most use standard classroom art materials. Contains a glossary of relevant terms. (BT)
Blocks are common materials, used by young children. Educational texts have categorized block building as an art activity, yet few if any, art concepts that can enhance aesthetic knowledge have been ...noted. Art concepts that can be developed, how block building can be facilitated and how blocks represent the young child's art world will be discussed in this article. The examination of the process and product of block building can assist the child in using this familiar medium in a new way.
Considers the importance of scholarly discourse on art and human development and maintains that basic questions need exploration: (1) what is developing psychologically? (2) what are the indicators ...of development? (3) what indicates development has been constrained in some way? and (4) where does art theory belong in scholarly discourse on child art development? (Author/KB)
Describes a project designed to enhance the development of preschool children's aesthetic awareness. Explores how the project presented strategies and materials that can be readily incorporated into ...the curriculum for any group of young children. Strategies included focusing children's observations; making art happen; and expanding artistic learning. (SD)
Annotates 13 recent documents and journals from the ERIC database that discuss the benefits of art and music education to children's development and academic achievement. Includes art and music ...education Internet sites. (LBT)
A project was carried out to investigate the significance of using building blocks as an art medium to teach abstract art concepts to children of 3 and 4. After teaching, the children in the ...experimental group identified attributes (such as verticalness) better than the control group, and demonstrated their new understanding in the block structures they built. (CP)
To push for higher standards of learning, many policymakers are eliminating arts programs. This book presents the definitive case, based on what is known about the brain and learning, for making the ...arts a core part of the basic curriculum and thoughtfully integrating them into every subject. Separate chapters address musical, visual, and kinesthetic arts in ways that reveal their influence on learning. Evidence points to the following effects of a fully implemented arts program: fewer dropouts; higher attendance; better team players; an increased love of learning; greater student dignity; enhanced creativity; a more prepared citizen for the workplace of tomorrow; and greater cultural awareness as a bonus. To answer various questions about the arts--What kind of art makes sense for what purposes? How much time per day? At what ages? Should the arts be required? How can arts programs be assessed?--the book provides dozens of practical, detailed suggestions for incorporating the arts into every classroom. An appendix contains lists of additional resources. Also contains an extensive bibliography. (BT)
