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Theories Impacting Art Foundations Course Descriptions in the United States.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Theories Impacting Art Foundations Course Descriptions in the United States./
作者:	Pouls, Alyson.
面頁冊數:	1 online resource (226 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Art education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355628807

Theories Impacting Art Foundations Course Descriptions in the United States.
Pouls, Alyson.

Theories Impacting Art Foundations Course Descriptions in the United States. - 1 online resource (226 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--Northern Illinois University, 2017.

Includes bibliographical references

Traditional art foundations models focus on teaching freshman level art students strategies of visual composition through the use of the elements and principles of design. These visual qualities are presented as the fundamental basis for all art compositions. Rooted in the early 20th century modernist concept of formalism, the elements and principles purposely divorce art from narrative, social, or cultural influences, in favor of standardized visual regulations, repeated exercises, and technical skills. However, K-12 art educators, higher education art education faculty, and foundations faculty agree that visual and technical skills must be supported by a conceptual element, central to the artist's voice, reflecting an ever changing and evolving personal and social discourse in support of democratic practice. Therefore, the purpose of this study was to examine the impact of Modernist formalism and Postmodern art theory on written foundations curricula in the United States, by gathering course descriptions from 97 public and private colleges, to locate formal, technical, and conceptual language imbedded within art foundations. Based on aesthetic theories suggested by Ranciere, Foucault, Dewey, and Efland, this study results in practical, applicable suggestions for a transformed art foundations curriculum that weaves together concept, skill, and visual qualities for a relevant foundations paradigm.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355628807Subjects--Topical Terms:

1179362
Art education.
Index Terms--Genre/Form:

554714
Electronic books.

Theories Impacting Art Foundations Course Descriptions in the United States.
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504 $a Includes bibliographical references
520 $a Traditional art foundations models focus on teaching freshman level art students strategies of visual composition through the use of the elements and principles of design. These visual qualities are presented as the fundamental basis for all art compositions. Rooted in the early 20th century modernist concept of formalism, the elements and principles purposely divorce art from narrative, social, or cultural influences, in favor of standardized visual regulations, repeated exercises, and technical skills. However, K-12 art educators, higher education art education faculty, and foundations faculty agree that visual and technical skills must be supported by a conceptual element, central to the artist's voice, reflecting an ever changing and evolving personal and social discourse in support of democratic practice. Therefore, the purpose of this study was to examine the impact of Modernist formalism and Postmodern art theory on written foundations curricula in the United States, by gathering course descriptions from 97 public and private colleges, to locate formal, technical, and conceptual language imbedded within art foundations. Based on aesthetic theories suggested by Ranciere, Foucault, Dewey, and Efland, this study results in practical, applicable suggestions for a transformed art foundations curriculum that weaves together concept, skill, and visual qualities for a relevant foundations paradigm.
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