MARC record from Internet Archive

LEADER: 06145cam a2200565 4500
001 ocm00007199
003 OCoLC
005 20191109073432.2
008 690605s1969 nyua b 001 0 eng
010 $a 71077229
040 $aDLC$beng$cDLC$dNLGGC$dBTCTA$dGBVCP$dOCLCF$dOCLCQ$dAU@$dOCLCQ
019 $a1004791780
029 1 $aAU@$b000000551547
029 1 $aAU@$b000023858689
029 1 $aAU@$b000048856960
029 1 $aAU@$b000056519376
029 1 $aGBVCP$b188261788
029 1 $aHEBIS$b048956783
029 1 $aNLGGC$b780426371
029 1 $aNZ1$b12121766
029 1 $aNZ1$b2880471
035 $a(OCoLC)00007199$z(OCoLC)1004791780
050 00 $aN85$b.L36
082 00 $a372.5/2
084 $a20.04$2bcl
049 $aMAIN
100 1 $aLansing, Kenneth Melvin,$d1925-
245 10 $aArt, artists, and art education$c[by] Kenneth M. Lansing.
260 $aNew York,$bMcGraw-Hill$c[1969?]
300 $ax, 650 pages$billustrations (some color)$c25 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references.
505 0 $aPart I. Art, artists, and connoisseurs -- 1. Introduction -- The problems in teaching art -- Qualifications for the job -- The purpose of this book -- 2. The nature of art -- What is creativity? -- What is art? -- Quality in art -- The problems of recognizing and evaluating art -- The application of this philosophy to art instruction -- 3. The value of art -- The value of the art product -- The value of the art process -- The value of art to society -- 4. The nature of the artist and the connoisseur -- The artist and the nonartist -- Common personality characteristics -- Different personality characteristics relevant to art -- Differences between the mediocre and the master artist -- Differences between the artist and the connoisseur -- An explanation for the artistic personality -- 5. The development of the child as artist and connoisseur -- The characteristics of graphic development -- The art and nonart of children -- 6. Explanations for artistic growth in children -- The effect of physical condition -- The effect of perceptual development and the medium of expression -- The effect of concept development -- The effect of emotional condition -- The effect of environment -- Part II. Art education -- 7. Formulating objectives and building a curriculum for the public school -- The aims of education in America -- Art and the aims of education -- The general aim of art education -- The art curriculum -- The specific aims of art education -- Meeting anticipated criticism -- 8. Developing a knowledge of the aesthetic dimension of life -- Developing a knowledge of procedures -- Developing a knowledge of composition -- Developing a knowledge of art history -- Developing a knowledge of aesthetics -- Developing interest in the aesthetic dimension of experience -- Developing self-confidence in making and evaluating art works -- Developing an open-minded attitude toward form or style -- Developing the willingness to work hard -- Developing skill in art -- 9. A recommended course of study -- Suggestions for nursery school and kindergarten -- Suggestions for the primary grades -- Suggestions for the intermediate grades -- Suggestions for the junior high school -- 10. Evaluation and reporting to parents -- Evaluation of student achievement -- Reporting to parents -- Evaluating the instruction and the curriculum -- 11. The supervision of art in the public schools -- Curriculum planning -- Personnel relationships and in-service education -- Managing equipment and supplies -- Professional obligations -- Public relations -- Evaluation -- 12. Research in art education -- Types of research -- Criticism of research in art education -- The application of research findings -- Getting the most from research presentations -- Needed research.
520 $a"This unique book represents a blend of the philosophical and practical aspects of art education. It reflects the author's belief that efficient, responsible instruction in art depends upon the existence of a reasonable point of view about the nature and value of art, and the nature of the artist and the student. Consequently, the first half of the text is devoted to developing aesthetic criteria - in the author's words, to discovering "a sense of mystery and excitement that can be found in art education". Using the nature of art and artists as the basis for determining practical methods of instruction, Dr. Lansing goes on to describe, in behavioristic terms, the objectives of art education, suitable teaching processes, and a recommended curriculum. Specific artistic activities are described for each grade level from nursery school through junior high school. Hence, the classroom teacher does not have to guess about the appropriateness of a given activity for his grade. Additional features of the text include one chapter devoted to new methods of evaluation and reporting to parents and another to the need for more effective research. There is also a comprehensive chapter on supervision that covers curriculum planning, personnel relationships and in-service education, managing equipment and supplies, professional obligations, and public relations. The text opens with a challenging introduction which realistically appraises not only the favorable aspects of teaching but its problems and frustrations as well."--Jacket.
590 $bInternet Archive - 2
590 $bInternet Archive 2
650 0 $aArt$xStudy and teaching.
650 0 $aChild artists.
650 7 $aArt$xStudy and teaching.$2fast$0(OCoLC)fst00815338
650 7 $aChild artists.$2fast$0(OCoLC)fst00854284
650 17 $aKunstzinnige vorming.$2gtt
650 17 $aVakdidactiek.$2gtt
653 0 $aArt$aStudy and teaching
653 0 $aChild artists
776 08 $iOnline version:$aLansing, Kenneth Melvin, 1925-$tArt, artists, and art education.$dNew York, McGraw-Hill [1969?]$w(OCoLC)557617007
938 $aBaker and Taylor$bBTCP$n71077229 //r95
994 $a92$bERR
976 $a31927000004264