Symposium: Elliot Eisner's The Arts and the Creation of Mind

Journal of Aesthetic Education

Volumn 38, Issue 4, 2004, Pages 71-80

  Efland, Arthur ^a  

^a OHIO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34249350456     PISSN: 00218510     EISSN: None     Source Type: Journal    
DOI: 10.2307/3527377     Document Type: Conference Paper

References (24)

1. Charles M. Dorn, Mind in Art: Cognitive Foundations in Art Education (Mahwah, N.J.: Lawrence Earlbaum Associates, 1999)
2. Elliot Eisner, The Arts and the Creation of Mind (New Haven, Conn.: Yale University Press, 2002)
3. and Arthur Eiland, Art and Cognition: Integrating the Visual Arts in the Curriculum (New York: Teachers College Press, 2002)
4. For a discussion of James B. Watson, Edward L. Thorndike, and B.F. Skinner as contributors to behaviorism, see Arthur Efland, Art and Cognition: Integrating the Visual Arts in the Curriculum (New York: Teachers College Press, 2002)
5. Benjamin Bloom, ed., Taxonomy of Educational Objectives: Cognitive Domain (New York: McKay, 1956)
6. Rudolph Arnheim, Visual Thinking (Berkeley: University of California Press, 1969)
7. Rudolph Arnheim, Art and Visual Perception (Berkeley: University of California Press, 1954)
8. and Steven M. Kosslyn, Image and Mind (Cambridge: Harvard University Press, 1980)
9. George Lakoff, Women, Fire, and Dangerous Things (Chicago: University of Chicago Press, 1987)
10. Mark Johnson, The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason (Chicago: University of Chicago Press, 1987)
11. and George Lakoff and Mark Johnson, Philosophy in the Flesh: The Embodied Mind and its Challenge to Western Thought (New York: Basic Books, 1999)
12. Michael Parsons, "Cognition as Interpretation in Art Education," in The Arts, Education, and Aesthetic Knowing: Ninety-first Yearbook of the National Society for the Study of Education, part 2, ed. Bennett Reimer and Ralph A. Smith (Chicago: University of Chicago Press, 1992), 71, emphasis added
13. Elliot Eisner, "Instructional and Expressive Objectives: Their Formulation and Use in Curriculum," Seminar for Research in Art Education, Chicago, February 1968 and Elliot Eisner, "Instructional and Expressive Objectives: Their Formulation and Use in Curriculum," National Conference of the American Educational Research Association, Los Angeles, February 1969
14. Elliot Eisner, The Arts, Human Development, and Education (Berkeley: McCutchan, 1976), vii
15. J.H. Flavell, The Developmental Psychology of jean Piaget (Princeton, N.J.: Van Nostrand, 1963) served as the introductory text for many graduate students in developmental psychology
16. Howard Gardner, The Arts and Human Development (New York: Wiley Interscience, 1973)
17. and Michael Parsons, How We Understand Art (New York: Cambridge University Press, 1987)
18. Howard Gardner, Frames of Mind: The Theory of Multiple Intelligences (New York: Basic Books, 1983), 82
19. Jessica Davis and Howard Gardner, "The Cognitive Revolution: Consequences for the Understanding and Education of the Child as Artist," in Reimer and Smith, The Arts, Education, and Aesthetic Knowing, 102-3
20. Michael Parsons, "Cognition as Interpretation in Art Education."
21. Portions of this argument are taken from Efland, Art and Cognition
22. Elliot Eisner, Cognition and Curriculum: A Basis for Deciding What to Teach (New York: Longmans, 1982)
23. Nelson Goodman, Ways of Worldmaking (Indianapolis: Hackett, 1978)
24. Elliot Eisner, The Role of Discipline-based Art Education in America's Schools (Los Angeles: The Getty Center for Education in the Arts, n.d.)