Advocacy, resources, teachers: Continuing challenges for art education

Mary Ann Stankiewicz

Research output: Contribution to journalArticle

Abstract

Industrial art education entered nineteenth century Massachusetts schools as an educational reform, but was not completely successful for a variety of reasons. Key factors contributing to this failure included, first, conflicting rationales used in advocating art education. Second, discrepancies between authoritative taste and early consumer choice in art reproductions threatened the power of reformers, notably Walter Smith. Third, differing assumptions about art among art specialists and classroom teachers, compounded by growing distinctions between men's and women's sphere of action, made it difficult for teachers to fully participate in the reform process. Late twentieth century reform policies may also fail without recognition of multiple justifications, with over-reliance on top-down expertise, or with lack of attention to teachers' beliefs and needs.

Original languageEnglish (US)
Pages (from-to)257-262
Number of pages6
JournalInternational Journal of Art and Design Education
Volume16
Issue number3
StatePublished - Dec 1 1997

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art education
art
teacher
resources
reform policy
educational reform
nineteenth century
expertise
twentieth century
classroom
reform
lack
school
Art Education
Art
Advocacy
Resources

All Science Journal Classification (ASJC) codes

  • Education
  • Visual Arts and Performing Arts
  • Arts and Humanities (miscellaneous)

Cite this

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Advocacy, resources, teachers : Continuing challenges for art education. / Stankiewicz, Mary Ann.

In: International Journal of Art and Design Education, Vol. 16, No. 3, 01.12.1997, p. 257-262.

Research output: Contribution to journalArticle

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