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Volumn 36, Issue 2, 2002, Pages 84-97

Art criticism: Reflections on the evolution of an educational concept

Author keywords

[No Author keywords available]

Indexed keywords


EID: 61149209485     PISSN: 00218510     EISSN: 15437809     Source Type: Journal    
DOI: 10.2307/3333759     Document Type: Article
Times cited : (5)

References (44)
  • 1
    • 52849123018 scopus 로고
    • Adolescence and Art Education
    • 1932; reprint, Indianapolis: Bobbs-Merrill
    • For discussions of these problems, see Thomas Munro, "Adolescence and Art Education," Art Education: Its Philosophy and Psychology (1932; reprint, Indianapolis: Bobbs-Merrill, 1956);
    • (1956) Art Education: Its Philosophy and Psychology
    • Munro, T.1
  • 2
    • 84979191518 scopus 로고
    • Some Duties of a Theory of Educational Aesthetics
    • November
    • Harry S. Broudy, "Some Duties of a Theory of Educational Aesthetics," Educational Theory 1, no. 3 (November 1951), 190-98;
    • (1951) Educational Theory , vol.1 , Issue.3 , pp. 190-198
    • Broudy, H.S.1
  • 3
    • 33745325255 scopus 로고
    • Manual Barkan, Transition in Art Education: Changing Conceptions of Curriculum Content and Teaching
    • October
    • Manual Barkan, "Transition in Art Education: Changing Conceptions of Curriculum Content and Teaching, " Art Education 15, no. 7 (October 1962), 12-27;
    • (1962) Art Education , vol.15 , Issue.7 , pp. 12-27
  • 6
    • 80054528110 scopus 로고    scopus 로고
    • Munro, Adolescence
    • Munro, Adolescence;
  • 8
    • 80054520634 scopus 로고    scopus 로고
    • Transition in Art Education
    • and Barkan, "Transition in Art Education. " Broudy's conception of an "exemplar approach to aesthetic education" was later identified with the teaching of art criticism.
    • Broudy's Conception of An
    • Barkan1
  • 9
  • 11
    • 80054567675 scopus 로고    scopus 로고
    • Adolescence and Art Education and Broudy
    • For the identification of art history with survey courses, see Munro, "Adolescence and Art Education" and Broudy, "Some Duties of a Theory. "
    • Some Duties of A Theory
    • Munro1
  • 19
    • 61149459531 scopus 로고    scopus 로고
    • I say likely because often the sources are not credited
    • I say "likely" because often the sources are not credited.
  • 20
    • 52849126379 scopus 로고
    • Englewood Cliffs, N. J, Prentice-Hall
    • See Edmund B. Feldman, Art as Image and Idea (Englewood Cliffs, N. J. : Prentice-Hall, 1967)
    • (1967) Art As Image and Idea
    • Feldman, E.B.1
  • 23
    • 84937181150 scopus 로고    scopus 로고
    • From Procedures, to Principles, and Beyond: Implementing Critical Inquiry in the Classroom
    • Summer
    • For a more detailed discussion of the differences between these two concepts, see George Geahigan, "From Procedures, to Principles, and Beyond: Implementing Critical Inquiry in the Classroom," Studies in Art Education 39, no. 4 (Summer, 1998), 293-308.
    • (1998) Studies in Art Education , vol.39 , Issue.4 , pp. 293-308
    • Geahigan, G.1
  • 24
    • 84937327732 scopus 로고    scopus 로고
    • Models of Critical Discourse and Classroom Discussion: A Critical Examination
    • Fall
    • Philosophers themselves have sometimes muddled this distinction. For further discussion, see George Geahigan, "Models of Critical Discourse and Classroom Discussion: A Critical Examination," Studies in Art Education 41, no. 1 (Fall, 1999), 6-21.
    • (1999) Studies in Art Education , vol.41 , Issue.1 , pp. 6-21
    • Geahigan, G.1
  • 25
    • 84937266697 scopus 로고    scopus 로고
    • Conceptualizing Art Criticism for Effective Practice
    • Fall
    • In fairness to educators, philosophical accounts of criticism were sometimes ambiguous as well. For fuller discussion of this problem, see George Geahigan, "Conceptualizing Art Criticism for Effective Practice," Journal of Aesthetic Education 30, no. 3 (Fall 1996), 23-42.
    • (1996) Journal of Aesthetic Education , vol.30 , Issue.3 , pp. 23-42
    • Geahigan, G.1
  • 26
    • 2342538724 scopus 로고
    • Discipline-Based Art Education: Approaching Art as a Subject of Study
    • Summer
    • This misconstrual is widespread. For an example, see Dwaine W. Greer, "Discipline-Based Art Education: Approaching Art as a Subject of Study," Studies in Art Education 25, no. 4 (Summer 1984), 212-18.
    • (1984) Studies in Art Education , vol.25 , Issue.4 , pp. 212-218
    • Greer, D.W.1
  • 27
    • 0003996797 scopus 로고
    • Boston: D. C. Heath
    • See John Dewey, How We Think (Boston: D. C. Heath, 1933).
    • (1933) How We Think
    • Dewey, J.1
  • 29
    • 80052446858 scopus 로고
    • Discipline-based Art Education: Becoming Students of Art
    • Summer
    • Gilbert A. Clark, Michael D. Day, and Dwaine W. Greer, "Discipline-based Art Education: Becoming Students of Art," Journal of Aesthetic Education 21, no. 2 (Summer 1987), 130-31.
    • (1987) Journal of Aesthetic Education , vol.21 , Issue.2 , pp. 130-131
    • Clark, G.A.1    Day, M.D.2    Greer, D.W.3
  • 30
    • 0003424782 scopus 로고    scopus 로고
    • Princeton: Princeton University Press
    • Stephen Toulmin, Human Understanding (Princeton: Princeton University Press, 1972).
    • (1972) Human Understanding
    • Toulmin, S.1
  • 31
    • 61149214525 scopus 로고    scopus 로고
    • Compare this with the conception in which professional practitioners are considered a defining feature of a discipline; see Clark, Day, and Greer, "Discipline-based Art Education," 130-31.
    • Discipline-based Art Education , pp. 130-131
    • Clark, D.1    Greer2
  • 33
    • 80054527957 scopus 로고    scopus 로고
    • Discipline-based
    • Clark, Day, and Greer, "Discipline-based Art Education," 138, 148;
    • Art Education , vol.138 , pp. 148
    • Clark, D.1    Greer2
  • 37
    • 84928464415 scopus 로고
    • Art History in Discipline-based Art Education
    • Summer
    • Eugene Kleinbauer, "Art History in Discipline-based Art Education," Journal of Aesthetic Education 21, no. 2 (Summer 1987): 213.
    • (1987) Journal of Aesthetic Education , vol.21 , Issue.2 , pp. 213
    • Kleinbauer, E.1
  • 38
    • 84928463604 scopus 로고
    • Art Criticism in Discipline-based Art Education
    • Summer
    • Howard Risatti, "Art Criticism in Discipline-based Art Education," Journal of Aesthetic Education 21, no. 2 (Summer, 1987), 219.
    • (1987) Journal of Aesthetic Education , vol.21 , Issue.2 , pp. 219
    • Risatti, H.1
  • 40
    • 80054565606 scopus 로고    scopus 로고
    • Anyone familiar with the literature of art criticism and art history knows that the two are closely intertwined. For example, one frequently encounters the writings of art critics in anthologies of art historical writings
    • Anyone familiar with the literature of art criticism and art history knows that the two are closely intertwined. For example, one frequently encounters the writings of art critics in anthologies of art historical writings.
  • 44
    • 80054561396 scopus 로고    scopus 로고
    • Educators are increasingly called upon to make such decisions with the current standards movement in education because national standards in art education, and many state and local standards reflect a DBAE like approach to art education
    • Educators are increasingly called upon to make such decisions with the current standards movement in education because national standards in art education, and many state and local standards reflect a DBAE like approach to art education.


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.