Why We Make Art by
Does art have any use or real purpose in today’s society? Why do governments around the world spend millions on art education? Rejecting the vogue for social and cultural accounts of the nature of art-making, this book is largely psychological in its approach to discussing art-making and its place in education. The ‘we’ in the title is intentionally polemical, with the author claiming a universal, i.e. pan-cultural basis for ‘art’-making activities - or rather activities which can be described as ‘creating aesthetic significance’. Developmental issues in art education are examined, together with the nature of learning in art, with reference to concept acquisition. Section two of the four sections which comprise the book, focuses upon some ‘mini case-studies’, detailing conversations with people talking about their art-making, together with some autobiographical reflections. Section three then considers the issues in art and learning which can be gleaned from various respondents’ accounts of their making activities; these include the nature of the artistic personality and the role of art in self-identity and self-esteem. Other topics touched upon include imagination, expression and creativity. The concluding section examines the notion of creating aesthetic significance as a fundamental human urge, drawing upon work done in evolutionary psychology. Whilst questioning whether schools as they are currently conceived are the best places for teaching and learning anything, an art curriculum based upon the acquisition of ‘threshold skills’, such as drawing, together with a gradual introduction to the appreciation of visual form is advocated. Declaring that schools of the early twenty-first century will soon be seen as as dated as the Victorian workhouse, the successful art room, with a learner-centred rather than discipline-centred philosophy is put forward as a model for schools and schooling.
Education Through Art by
Advocates the use of artistic expression as the foundation of education, based on sociological, psychological, and philosophical grounds.
Rethinking Contemporary Art and Multicultural Education by
For over a decade, Contemporary Art and Multicultural Education has served as the guide to multicultural art education, connecting everyday experience, social critique, and creative expression with classroom learning. The much-anticipated Rethinking Contemporary Art and Multicultural Education continues to provide an accessible and practical tool for teachers, while offering new art, essays, and content to account for transitions and changes in both the fields of art and education. A beautifully-illustrated collaboration of over one hundred artists, writers, curators, and educators from in and around the contemporary art world, this volume offers thoughtful and innovative materials that challenge the normative practices of arts education and traditional art history. Rethinking Contemporary Art and Multicultural Education builds upon the pedagogy of the original to present new possibilities and modes of understanding art, culture, and their relationships to students and ourselves. 　 The fully revised second edition provides new theoretical and practical resources for educators and students everywhere, including:　　　　 Educators' perspectives on contemporary art, multicultural education, and teaching in today's classroom Full-color reproductions and writings on over 50 contemporary artists and their works, plus an additional 150 black-and-white images throughout Lesson plans for using art to explore topical issues such as activism and democracy, conflict: local and global, and history and historicism　　　 A companion website offering over 250 color reproductions of artwork from the book, a glossary of terms, and links to the New Museum and G: Class websites---www.routledge.com/textbooks/9780415960854.
Growing Artists by
This well-organized, readable text provides the tools to develop rich, meaningful activities that integrate art into the total educational experience for young children. It specifically focuses on developmentally appropriate teaching practices best suited for use with children ages 1 ½ through 8. Multiple intelligences theory, the Reggio Emilia experience, artistic development, the creative process, thematic teaching, and the project approach form the framework for designing safe, open-ended art experiences that develop the child's ability to look at, talk about, and create art. This text is designed for both those preparing to enter the early childhood fields as well as those who wish to incorporate art more fully into their early childhood programs.
An interesting way to look for what you need is through browsing the shelves. Once you get a call number for a possible source, go to the shelves and look at the materials around that source. You can also browse using these call numbers:
| Subclass N | Visual Arts |
| N1 - (9211) | Visual Arts |
|
N1 - 58 |
General |
| N61 - 72 | Theory. Philosophy. Aesthetics of the Visual Arts |
| N81 - 390 | Study and teaching. Research |
| N400 - 3990 | Art museums, galleries, etc. |
| N4390 - 5098 | Exhibitions |
| N5198 - 5299 | Private Collections and collectors |
| N5300 - 7418 | History |
| N7420 - 7525.8 | General Works |
| N7560 - 8266 | Special subjects of art |
| N83508 - 8356 | Art as a profession. Artists |
| N8510 - 8553 | Art studios, materials, etc. |
| N8554 - 8585 | Examination and conservation of works of art |
| N8600 - 8675 | Economics of art |
| N8700 - 9165 | Art and the state. Public art |
| NA | Architecture |
| NB | Sculpture |
| NC | Drawing, Design, Illustration |
| ND | Painting |
| NE | Print Media |
| NK | Decorative Arts |
| NX | Arts in General |
| T | Technology |
| TR | Photography |
| Subclass L | Education (General) |
| Subclass LA | History of education |
| Subclass LB | Theory and practice |
| LC | Special aspects of education |
| LD | Individual institutions - United States |
| LE | Individual institutions - America (except United States) |
| LF | Individual institutions - Europe |
| LG | Individual institutions - Asia, Africa, Indian Ocean Islands, Australia, New Zealand, Pacific Islands |
| LH | College and school magazines and papers |
| LJ | Student fraternities and societies, United States |
| LT | Textbooks |
Feel free to reference the complete list of education classifications.
The most recent print issues of select art and design journals and magazines are available for browsing in the Thrift Library. They are located on the first floor near the fireplace.
Older issues can be accessed electronically. Please ask if you would like assistance with any of these resources.
