Achieving Social and Cultural Educational Objectives through Art Historical Inquiry Practices

Autor/in	Chanda, Jacqueline
Titel	Achieving Social and Cultural Educational Objectives through Art Historical Inquiry Practices
Quelle	In: Journal of Aesthetic Education, 41 (2007) 4, S.24-39 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8510
Schlagwörter	Stellungnahme; Art History; Art Education; Imagery; Visual Stimuli; Cultural Awareness; Social Influences; Artists; Inquiry; Critical Thinking; Creative Thinking; Problem Solving; Holistic Approach; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? History of art; History of arts; Kunstgeschichte; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Metaphorik; Cultural identity; Kulturelle Identität; Sozialer Einfluss; Artiste; Artist; Künstler; Künstlerin; Kritisches Denken; Kreatives Denken; Problemlösen; Holistischer Ansatz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	Art educators have acknowledged for a long time the importance of the study of images and visual elements in the lives of children and the field of art education. This is even more evident today as the discipline moves to embrace notions of "visual culture," which emphasize exploring and studying all the things that visibly shape lives. In spite of the recommendations that art history be explored as a discipline of inquiry, much of the art history investigations that take place in the classroom today focus on understanding the artist through his/her biography and understanding the work of art through analysis of style and formal description. While such practices bring to light the artist's intention in his or her art, these approaches do not provide enough information to generate meaning and speculate about what social and cultural elements may have caused the work of art to look the way it does or the effects it may have had at the time of its creation. Art historical inquiry process, which refers to the use of authentic activities such as asking questions, collecting and analyzing data and others, allows individuals to explore, examine, and facilitate the drawing of conclusions about the significance and place of visual imagery and material objects in the societies from which the come. In this article, the author discusses the value of studying visual images and material objects using authentic art history inquiry processes to uncover meanings, and by extension the value of these meanings within general education. (Contains 4 figures and 26 notes.) (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10