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首页> 外文学位 >Artful utility: Rethinking John Dewey's theories of experience, education, and inquiry in the context of contemporary visual arts education.
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Artful utility: Rethinking John Dewey's theories of experience, education, and inquiry in the context of contemporary visual arts education.

机译：巧妙的工具：在当代视觉艺术教育的背景下重新思考约翰·杜威的经验，教育和探究理论。

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摘要

The visual arts curriculum known initially as Discipline-Based Art Education (DBAE) was formally introduced by the J. Paul Getty Trust's education institute in 1984. All DBAE-related programs separate visual arts information into four disciplines---aesthetics, criticism, art history, and studio---with elements of each required in art experiences at all K--12 levels. As a curricular model for visual arts education DBAE is unsatisfactory for three reasons: First, the four-categorical formula is based on structuralist models used in the domains of science curricula during the 1960s and 70s partly in response to education reforms of the same decades. In superimposing a highly structured model on an ill-structured domain in the context of a postmodern era, DBAE curriculum makes an overly rigid, false accommodation for the diverse localized needs and aesthetic standards of K--12 art curricula. Second, the expressed major purpose of DBAE curricula is mastery of a body of information prescribed in each of the four disciplines. Contemporary learning theory focuses on the utility of the visual arts as a means of interdisciplinary learning and communication. DBAE thus unnecessarily limits the benefits and purposes of arts education. Third, course content in the DBAE disciplines was built on modernist Western assumptions of consensus regarding taste, judgment, and valuation in the arts, a legacy of (a) late 19th-century museum practices and (b) modernist discourse on aesthetics and criticism. DBAE planners consistently attempt to oblige disparate voices in the contemporary arts community. However, because DBAE curriculum retains fundamental belief in consensus on such modernist assumptions, it is a hegemonic and often irrelevant curriculum that inaccurately reflects the ethos of the postmodern era. DBAE has thus made whatever contributions it was capable of and now must be superseded by more comprehensive models.; John Dewey's work on art, experience, and education practice offers a better foundation for 21st-century art education curricula than does DBAE because it is appropriately flexible and because it accommodates the postmodern penchant for ambiguity and contingency while remaining sympathetic to an emphasis on social context and the enriching aesthetic, but nonetheless practical, utility of the visual arts in K--12 curricula.
机译：视觉艺术课程最初被称为基于学科的艺术教育（DBAE），是由J. Paul Getty Trust的教育学院于1984年正式引入的。所有与DBAE相关的计划都将视觉艺术信息分为四个学科-美学，批评，艺术历史和工作室-以及在所有K--12级别的艺术经验中所需要的每个元素。作为视觉艺术教育的课程模型，DBAE不能令人满意的原因有以下三个：首先，四分类公式基于1960年代和70年代科学课程领域中使用的结构主义模型，部分原因是对同样几十年的教育改革的反应。在后现代时代的背景下，高度结构化的模型叠加在结构不良的领域上，DBAE课程为K--12艺术课程的各种局部需求和审美标准提供了过于僵化，错误的适应。其次，DBAE课程表达的主要目的是精通这四个学科中规定的全部信息。当代学习理论侧重于视觉艺术作为一种跨学科学习和交流手段。因此，DBAE不必要地限制了艺术教育的收益和目的。第三，DBAE学科的课程内容建立在现代西方对艺术品味，判断和评价达成共识的假设基础上，这是（a）19世纪晚期博物馆实践和（b）关于美学和批评的现代主义话语的遗产。 DBAE计划人员一直试图让当代艺术界的声音各不相同。但是，由于DBAE课程保留了对这种现代主义假设达成共识的基本信念，因此，这是一个霸权的且通常不相关的课程，不正确地反映了后现代时代的精神。因此，DBAE已经做出了自己能做的一切贡献，现在必须被更全面的模型所取代。约翰·杜威（John Dewey）在艺术，经验和教育实践方面的工作为21世纪的艺术教育课程提供了比DBAE更好的基础，因为它具有一定的灵活性，并且因为它适应了后现代人对歧义和偶然性的偏爱，同时又对强调社会背景充满同情心。以及K--12课程中视觉艺术的丰富美感，但仍具有实用性。

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  • 作者

    McConkie, Judith E.;

  • 作者单位

    The University of Utah.;

  • 授予单位 The University of Utah.;
  • 学科 Education Philosophy of.; Education Art.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 170 p.
  • 总页数 170
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;
  • 关键词

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