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Reading a Painting: Student Comprehension of Important Works of Art
Erscheinungsjahr
1988
Link zum Volltext
Beschreibungen/Notizen
In 1899, the Committee of Ten on Drawing, organized by the National Education Association, proposed that one of the main goals of art education should be "to offer a consistent development in the faculty of sight." Art appreciation was centered on the literal translation of the painting. Importance was placed on connecting the painter's name with the painting and attaching a date to it. More recently, the Getty Center for Education in the Arts has taken an active role in promoting the discipline-based art education programs in schools, in which aesthetics plays a major part. Young students can develop a level of self-awareness as they realize that a painting can have a meaning, an emotion, and a value that exists beyond their own reality. Elliot Eisner feels that "aesthetic ways of knowing" can expand consciousness and intellectual ability, allowing students to experience the profound statements made by artists throughout history. How the teacher presents important works of art to students predicates their response. Junior and senior high school art teachers should: (1) limit the number of slides shown in each class; (2) choose discussion topics and then find artwork that conveys that particular idea or feeling; (3) verbalize emotions when describing a painting; (4) help students explore symbolism in paintings; (5) tell the story/mythology of the painting; (6) validate students' responses to paintings; and (7) allow students to find artwork that conveys certain feelings or emotions. A bibliography is included. (GEA)