By Arthur D. Efland
Contemporary debates at the position of the humanities in American lifestyles has refocused awareness on artwork schooling in colleges. during this publication, the writer places present debate and issues in a well-researched ancient viewpoint. He examines the institutional settings of paintings schooling all through Western background, the social forces that experience formed it and the evolution and impression of exchange streams of impact on current perform. The e-book treats the visible arts relating to advancements generally schooling and specific emphasis is put on the nineteenth and twentieth centuries and at the social context that has affected our idea of paintings this present day. The booklet is meant as a chief textual content in historical past of artwork schooling classes, as a supplemental textual content in classes in artwork schooling tools and background of schooling, and as a source for college students, professors and researchers.
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Additional resources for A history of art education: intellectual and social currents in teaching the visual arts
Thus for Plotinus art is not merely imitation, as with Plato; it is revelation as well. The embodiment of the ideal forms became a definition of beauty, but beauty was seen as more than a source of pleasure; it was also seen as a form of intellectual apprehension, for art makes the forms accessible to the senses. Although this suggests that the place of the arts would have been secure in education, such does not appear to have been the case in the latter years of the empire. The visual arts are notably absent in Roman discussions of education.
Each of these institutions embraces certain pedagogies for teaching the arts. Imitating nature and Page 6 copying as teaching methods tended to be universal in ancient times. In later periods this method was more common when institutional control of the arts was especially strong. Individual expression, on the other hand, was fostered in societies where the artist enjoyed a higher degree of social statusduring the Renaissance and the romantic era of the nineteenth century, for example. But emphasis on individual expression can also be a sign that there is little interest in the arts, resulting in artists' being left to their own devices.
Cultured Greeks were brought Page 18 to Rome as slaves. Livius Andronicus was one such Greek, who, after obtaining his freedom, became a teacher of the Greek language to Roman youths. He also translated Homer into Latin, thus making the Iliad and Odyssey available to Roman students. In succeeding generations it was not uncommon for Romans to travel to such centers of Greek learning as Athens, Alexandria, and Rhodes to study rhetoric and philosophy. In Castle's (1961) view, Cicero's De Oratore (The Orator) is historically significant because it represents the triumph of Greek influence on Roman educational practice.
A history of art education: intellectual and social currents in teaching the visual arts by Arthur D. Efland