By Liora Bresler
Delivering a distillation of information within the quite a few disciplines of arts schooling (dance, drama, song, literature and poetry and visible arts), this crucial instruction manual synthesizes current study literature, displays at the previous, and contributes to shaping the way forward for the respective and built-in disciplines of arts schooling. whereas examine can now and then appear far away from perform, the guide goals to keep up reference to the dwell perform of paintings and of schooling, shooting the vibrancy and top pondering within the box of thought and perform. The instruction manual is equipped into thirteen sections, every one targeting a huge zone or factor in arts schooling study.
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Extra resources for International Handbook of Research in Arts Education 2-volume set (Springer International Handbooks of Education)
Sample text
Media came from the natural environment. Traditional Nigerian art forms included carving, mostly with wood; modeling vessels or sculpting figures with clay; body painting and wall decoration; calabash decoration; all types of weaving; and work in metals such as brass or bronze (Onuchukwu, 1994). In Oceania, groups who lived on islands able to sustain trees carved dugout canoes; those on coral atolls made vessels by lashing planks together (Teaero, 2002). While intra-Oceanic exchange of art forms or visual languages might influence tattooing or pottery, conformity and continuity characterized indigenous arts and other aspects of culture until contact with colonizers.
Even though some artists and critics expected performance and idea art to escape the commercialized world of galleries, documentations of such art quickly became commodified. On the other hand, romantic notions of innate creativity persisted among art educators. Australia in the 1960s Australian art educators continued to follow the South Kensington classical thesis longer than their colleagues in most other nations (Boughton, 1989). Separate state educational authorities, a vast geographic area with widely dispersed population, dual school systems (denominational schools plus state-controlled and financed schools), and lack of contact among art educators across state boundaries contributed to disparities in art curricula (Dimmack, 1955).
The classical thesis continued to be strong, particularly in colonial societies (Fennessy, 2005; Seibert, 1996; Stokrocki, 1997; van Rheeden, 1990, 1992). Students in British colonies followed the South Kensington system and into the twentieth century were subjected to drawing exams originally developed for admission to English universities (Calhoun, 1993; Carline, 1968). The classical thesis, the South Kensington system and its descendents, tended to be associated with art education for social control, art instruction that served the economic needs of the dominant culture and treated learners in state schools as future workers, human capital that needed to be civilized through acquiring a patina of cultural capital.