-
Plato discusses theories on the visual arts which will influence philosophies on art for centuries to come. Plato esteems the arts, but painting least of these. While sculptors and painters are highly trained and greatly appreciated in Greek culture the artists themselves are seen merely as skilled workers, not educated men. The education for their skill is considered a trade not academia.
-
Aristotle refers to arts (mainly as music and poetry), concerned with the emotions provoked by the arts. Future philosophers will link to this idea of art provoking emotion being of significance.
-
- Popularization of Guilds: Skills, Crafts trades are taught and managed by guilds
- Monasteries Become a place for art education as monks created wide variety of artworks and crafts
-
- Artists Such as Leonardo Da Vinci & Michelangelo introduce the ides of genius to art,
- These artists break away from the guilds and begin to learn, work and teach in a more academy like setting
- The arts are presented more than just a skill, but as a part of an entire revolutionary change.
-
The pilgrims begin to create colonies in the new land not yet the United States of America. Shortly to follow the first public schools are established.
-
First Public School formed in America, which does not include any form of art or visual education.
-
The Academie Royale was intended to advance the state, and was an institution in which artists were taught and practiced skills of painting and sculpture
-
In a proposal for public schools in Philadelphia " The Constitutions for Public Academy" Benjamin Franklin advocates for the use of the visual arts - particularly drawing in public schools.
-
No National Standards for Art Education
-
Fort Hill School becomes the first to implement drawing as a part of the regular curriculum., which is the first official movement towards art education in America.
-
During this time period Art education particularly drawing was becoming more prevalent in schools in the U.S.
-
Industrial drawing techniques brought from England & Germany were implemented and taught in curriculum in public schools of the United States.
-
Students learned moral values from the study of pictures in art education
-
Bell writes that art cannot be considered art until the viewer has an emotional response to it, making the viewer a vital part of the art process. This theory influences art educators of the 20th century in which expressive art was valued in art education at both the elementary and secondary levels.
-
Pioneered the idea that the viewer is central to the art process. Art educators begin to think about what experience the viewer brings to the interpretation of a work of art.
-
After the first World War self expressive and therapeudic art has been a part of post war art education.
-
In this Article he discusses some of the early challenges art education as faced swinging from a highly technical drawing in the 1800's to free art material experimentation of Art for Art's Sake. This concept is still something we battle in contemporary arts today, skill vs concept, meaning, or self growth/expression.
-
Whitehead states that art only has meaning over time and in relation to other objects. Educators are able to compare the context of art in its own time and current time periods.
-
During and after the great depression "every day" arts were appreciated.
-
Scholars are working towards creating more structure in the curriculum for art education teachers
-
DBAE becoming popularized among art educators
-
Due to a response to post-modernism. DBAE curriculum calls ofr a more diverse strategy.. Multiculturalism practiced in art education.
-
A booklet of instruction for Discipline Based Art Education is published, and is the beginning of DBAE implementation the the public schools.
-
Voluntary National Art Education Standards are implemented, changing the way teachers think about lesson and curriculum planning.
-
Visual Culture Art Education Movement is studied and presented to art educators in response to the post modern art society that we are a part of.
-
Looking at journal articles from this time period reveals a great myriad of topics to be considered for the contemporary and future of art education.
-
Visual Cultures is a concept being more heavily discussed in the art education field as a response to postmodern art and culture. Visual culture and visual literacy are are no longer a question of influence but a certainty of art educators in 2017.
-
A book of contemporary issues in art education is published, sharing writings from a collection of professionals who have an interest in the field of art education. Issues from STEAM to community based art education and much more are presented in this publication.
