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Mark Hopkins and Rev. Joseph Torrey taught aesthetics relating to moral philosophy. Hopkins was noted using the Socratic method, engaging students with topics that encompassed questioning and discussions. Both Hopkins and Torrey taught students that aesthetic judgements encompassed human perspective as a whole. -
Matthew Vassar, founder of Vassar College, supported a course of study that embraced aesthetics and connected them to an art gallery. -
Rev. Joseph Torrey has been noted as America’s first professor of aesthetics. He entered into ministry after graduating from Dartmouth in 1816. He was appointed professor of moral and intellectual philosophy at the University of Vermont in 1827. His lectures were later published as A Theory of Fine Art. -
Vassar College was the earliest women’s college to house and hold an art gallery. The collection held predominantly American art and was managed by Professor Henry Van Ingen, who also taught painting and drawing. Vassar College is understood to be the first to conduct fine arts instruction within its art collection. -
John Ferguson Weir was noted as a nationally recognized painter, eventually became the founding dean the Yale School of Art in 1869, endowing professorships in painting, drawing, and history of art. He held the position for 44 years, producing artwork and managing administrative duties within the college. -
In 1870, Perkins, who was instrumental in instituting an art curriculum for Massachusetts, persuaded the American Social Science Association to donate casts of ancient art to the Girl's Normal and High School in Boston. This help to perpetuate the concept that those who would later become civic guardians needed exposure to the best models of fine art in order to develop good taste and thus, good morals. -
After 14 Massachusetts citizens petition the state legislature to require drawing to be taught in free evening classes in 1869, the Massachusetts legislature passes the Drawing Act in 1870 authorizing the teaching of drawing in public schools. -
Fine art began to be taught in secondary schools as a way of encouraging students to become future patrons of the arts & cultural influencers in America. People such as J.F. Hopkins & Agnes Lodwick lectures about the order and beauty of urban design & reviewed images to develop good judgment about art, as it was indicative of good morals.
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Syracuse University founded the College of Fine Arts. In the initial stages of its program, women students heavily outweighed male students in all fine arts departments. The only department where men outnumbered women was in architecture. The university offered bachelor's degrees that were to equally match traditional liberal arts degrees. Timeline Link -
At Harvard university, Charles Eliot Norton taught History of Fine Arts as Connected with Literature in 1874. Providing equal fitting for art history within the college’s curriculum and other branches of humanities departments. Unlike other professors, Norton recognized spiritual value, but separated beauty from religion. -
Isaac Edwards Carke reported that eight colleges provided art training and housed possessions of art collections. Yale and Syracuse University were two of the reported colleges that established co-educational, professional schools of art. Link
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Alice Van Vechten Brown was appointed as the director and head of the art department at Wellesley College in 1879. Art History was taught through laboratory methods combining drawing practices, an approach developed when she was teaching at Norwich Art School in Connecticut, 1891. Later, she innovated an art museum training course at Wellesley College for women as museum assistants between 1911 to 1917, again in the 1920s. -
Hicks, and other women's clubs, founded the Social Art Club in Syracuse to extend art education beyond the school system, this was a pattern of public art societies being founded all over the US, to put art in the people's hands. -
Photography brought opportunity to art educators, while art historians found them invaluable and untrue.Educators developed publications such as The Perry Magazine and School Arts to visualize objectives and expectation in the classroom, while also supplying a range of reproductions for use in the art classroom. Halftone photography
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A more productive advocate for picture study,Hurll encouraged teachers to remember that picture study was about the children's enjoyment of beauty and not student resentment due to laborious writing assignments. Houghton Mifflin commissioned her to revise Jameson's " Sacred and legendary Art". She would later write her own books like "The Madonna in Art" and " How to Show Pictures to Children". -
Director of Newark Library and Museum.
American library and museum director
-sought to make these cultural institutions into community centers
-"if you cultivate your sensibilities by the keen observation and careful criticism of every-day, familiar objects, you cultivate the whole esthetic side of your nature"
Dana VIDEO -
1898 John Spencer Clark’s books The Prang Elementary Course in Art Instruction I-VI were published. Book Link -
In 1899 there was much debate by the assistant director, Benjamin Ives Gilman, of the Boston Museum of Fine Arts, he expressed that the quality of pieces on the floor of the museum was no more than mediocre. Before the opening of the new building they had several acquired original pieces, donated by local collectors. -
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The Toledo Museum was founded in 1901 and strived “to spread the true gospel of art education in all the ‘dark spots’ of America.” -
Included nature drawings by experienced art supervisors like James Hall and Henry Turner Bailey. Magazines like these introduced students to contemporary American artists. Applied Arts Guild Folio link
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1904: Bailey had three recommendations for the new Boston Museum of Fine Arts, suggestions did not make their way into the new museum.
1. Leaflets for each room within the museum, guiding and giving patrons information about the work within that room.
2. Long corridor that showed a timeline of the works of art that were within the museum.
3. Lecture courses that would be based on the museum's collection for a variety of audiences. -
Henry Ossawa Tanner was an African-American artist who exhibited at The Toledo Museum in 1908, the reception drew 600 people to the gallery. -
Created by women's club, this book was created in an effort to raise awareness of public art to encourage proposals for public art and raise aesthetic standards in America. A list of American art and architecture from all over the country was used as a visual canon for educators to reference. -
As early as 1915 American Museums had some existing programs that were available to K-12 education. -
Saturday morning talks at the Metropolitan Museum of Art by James Parton Haney to elementary school aged children. Within his talks he would illustrate with colored chalk as children would help him pose like the sculptures as he was describing them. -
Anna Curtis Chandler, Wellesley graduate who was dressed in costume and demonstrated her stories for the public. She would tell stories about the artists and relate it to school curricula, then they would be led as a group to the museums to see the pieces. Over the years Chandler brought and upwards of 80,000 people each year for story hour. -
Publishing his doctorate in 1951 entitled "A foundation of Art Education", Barkandeveloped aesthetic education which became the precedent for discipline-based art education (DBAE). Leading the charge in reconceptualizing art education to synthesize the knowledge about art to the "aesthetician, the critic, and the historian" & placed students at the center of education.
