University of Southern California Dissertations and Theses

The educational planning of a senior high school arts unit

(USC Thesis Other)

The educational planning of a senior high school arts unit

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Content THE SroCATIONAL PLANNING OF A SENIOR HIGH SCHOOL ARTS UNIT A T h e s is P re s e n te d to th e F a c u lty o f th e S ch o o l o f E d u c a tio n The U n iv e r s ity o f S o u th e rn C a l i f o r n i a In P a r t i a l F u lf i llm e n t o f th e R eq u irem en ts f o r th e D egree M a ster o f S c ie n c e i n E d u c a tio n by Waldo A. E irlq p a tric k June 1947 UMI Number: EP55419 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Disssftâïion RjW W ng UMI EP55419 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 ( y £<L +T This thesis, written under the direction of the Chairman of the candidate's Guidance Committee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education of The University of Southern California in partial fulfillment of the requirements for the degree of Master of Science in Education. & Date..^ Dean Guidance Committee Chairman TABLE O F CONTENTS CHAPTER PAGE I . THE PROBLEM .................................. 1 S ta te m e n t o f th e problem * * * ............................ 1 Im p o rtan ce o f th e s tu d y ........................ 1 The grow ing im p o rta n c e o f a r t as a b a s ic su b j e c t in th e se c o n d a ry s c h o o l. ... ... 1 Change i n c o n te n t and m ethods . . . . . . . . 2 The a d m in is tr a to r and th e a r c h i t e c t . . . . . 2 Summary .................... 2 R e la te d l i t e r a t u r e . . . . . . 2 O rg a n iz a tio n o f th e t h e s i s . . . . . . . . . . . 8 I I . BACKGROUND FOR THE STUD!......................................................... 10 The m eaning o f a r t . . . . . . . . . . . . . . . 10 A rt a s d ra w in g . . . . . . . . . . . . . . . . 11 The c r e a tiv e c o n c e p t. . . . . . . . . . . . . 12 The o b je c t c o n c e p t. . . . . . . . . . . . . . 12 Art for the few . . . . . . . . . . . . 13 A rt a s e x p e rie n c e . . . . . . . . . . . . . . 14 Summary . . . . . . . . . . . . . . . IG S e g re g a tio n o f th e v a r io u s ty p e s o f a r t w ork. . 17 A rt and s o c i e t y . . . . . . . . . . . . . 2 0 P la c e o f a r t in e d u c a tio n . . . . . . . . . . . 22 C h a p te r summary . . . . . . . . . . . . . . . . 24 i i Ill CH APTER PAGE I I I . HISTORY OP THE CONCEPTS AND AIMS OP ART EDUCATION. . 2 6 The I n f lu e n c e o f th e a r t acad em ies • • • • • • . • 2 6 Im p re ssio n ism and i t s in f lu e n c e on th e s c h o o ls • . 27 The S ch o o l o f E x p re ssio n ism and C r e a tiv e S e lf - E x p re s s io n • • • . . . 2 7 The in f lu e n c e o f d ev elo p m en ts in p sy c h o lo g y . . . . 2 9 P r e s e n t aim s f o r a r t e d u c a tio n . . . . . . . . . . 3 0 A rt e d u c a tio n eiims v s . g e n e r a l e d u c a tio n . . . . . 31 Summary o f th e c h a p te r ................................ . 3 2 IV . CONTENT AND TEACHING METHODS FOR CURRENT OBJECTIVES OP A R T ................................ 34 G en eral d is c u s s io n o f c o n te n t. . . . . . . . . . . 3 4 A c t i v i t i e s to be o f f e r e d . . . . . . . . . . . . . 3 9 I m p lic a tio n s w hich t h i s l i s t h o ld s f o r a r t te a c h in g . ....................... 40 Summary o f th e s e v ie w p o in ts . . . . . . . . . . . . 4 2 M ethod o f p r e s e n tin g th e w ork. . . . . . . . . . . 4 3 Need f o r new m ethods . . . . . . . . . . . . . . 4 3 E xtrem es in m ethods— th e o ld and th e new . . . . 45 The " c r e a ti v e p ro c e s s " and "freedom " . . . . . . 47 Summary o f th e c h a p te r ....................... 48 V. PHYSICAL FACILITIES FOR THE ART PROGRAM ................................50 I n tr o d u c tio n . . . . . . . . . . . . . . . . 5 0 C o n te n ts o f th e c h a p te r . . . . . . . . . . . . . . 5 0 i v CH APTER PAG E Need f o r f l e x i b i l i t y ............................ . . . . 61 E d u c a tio n a l p la n n in g v s . a r c h i t e c t u r a l p la n n in g . 51 Space r e q u ir e d f o r th e program .........................52 O r ie n ta tio n and lo c a ti o n o f th e room s. . . . . . 52 A ssignm ent o f sp ace to v a r io u s ty p e s o f work . . 53 S to ra g e ..................................... 54 D isp lay # a g e n e ra l c o n s i d e r a t i o n .................................... 66 P r o v is io n s f o r d is p la y i n t h i s s tu d y . . . . . . 6 7 N a tu ra l and a r t i f i c i a l l i g h t . . . . . . . . . . . 5 9 C onvenience o u t l e t s and w irin g . . . . . . . . . 6 0 C o lo r. . . . . . .............................................................. . . . 6 1 The f u n c t io n a l u s e o f c o l o r . . . . . . . . . . . 61 S e le c tio n o f c o l o r s . . . . . . . . . . . . . 6 2 P lacem en t o f c o l o r s . . . . . . . . . . . . . . . 6 4 M ovable equipm ent and f u r n i t u r e . . . • • . • • . . 6 6 S p e c ia l eq u ip m en t. .................... . . . « 6 7 Summary o f th e c h a p te r . . . . . . . . . . . . . . 6 9 V I. SU M M A R Y # CONCLUSIONS# A N D RECOMMENDATIONS• . . . . . 71 Summary. . . ................................ 71 C o n c lu s io n s . . . . . . . . . . . ............................. 76 R ecom m endations. . . . . . . . . . . . . . . . 7 8 BIBLIOGRAPHY....................... 80 LIST OP TABLES TABLE PAGE I . L i s t and P req u en cy o f A c t i v i t i e s by S tu d e n t C hoice i n a S tu d y C a rr ie d on a t C o lo rad o S ta te C o lle g e o f E d u c a tio n Over a P e rio d o f T h ree Y ears • • • • 41 LIST O F FIGURES » FIGURE PAGE 1 . The Happy Medium o f A rt E^qperiences # ... 38 2 . P la n o f W orkshop A rea . . . . ... . . . 56 3 . E le v a tio n s o f W orkshop. ...................................... 58 4 . C o lo r C o m p a ss.......................................... . . . . .. 63 V i CHAPTER I THS PROBLEM I . STATEMENT OF THE PROBLEM A rt i s f a s t becom ing an Im p o rta n t s u b je c t i n th e c u r r i c ulum o f th e p u b lic se c o n d a ry s c h o o l in th e U n ite d S t a t e s . In c o n n e c tio n w ith t h i s g ro w th i n p o p u la r ity and th e a c c e p ta n c e o f th e p rem ise t h a t a r t i s a v i t a l p a r t o f th e t r a i n i n g o f e v e ry c h ild # th e r e h a s come a change i n v ie w p o in t as to th e c o n te n t and m ethod o f te a c h in g an a r t p ro g ram . I t i s proposed# in t h i s in v e s tig a tio n # to d e v e lo p b y means o f an h i s t o r i c a l a n a ly s is # th e p r e s e n t tr e n d s i n r e g a r d to th e o b je c tiv e s # th e c o n te n t# and te a c h in g m ethods f o r a r t i n a s e n io r h i ^ s c h o o l. In th e l i g h t o f t h i s a n a ly s is # a lo n g w ith th e e x p e rie n c e g a in e d from two n o te w o rth y ex p erim en ts# w hich have b een c a r r i e d on i n r e c e n t y e a rs# th e p h y s ic a l f a c i l i t i e s n e c e s s a ry f o r an a r t program i n a s e n io r h ig h s c h o o l w i l l b e recom m ended. I I . IMPORTANCE OF THE STUDY T h ere a r e a num ber o f re a s o n s# l i s t e d below# w hich J u s t i f y a s tu d y o f th e p h y s ic a l re q u ire m e n ts f o r th e te a c h in g o f th e a r t s in th e se c o n d a ry s c h o o l. The grow ing im p o rta n c e o f a r t as a b a s ic s u b je c t i n se c o n d a ry s c h o o l. The phenom enal g ro w th w hich a r t# a s a sub je c t# h a s h a d i n r e c e n t y e a rs # and th e p r o s p e c ts o f u n iv e r s a l 2 a c c e p ta n c e o f th e f a c t t h a t a r t e d u c a tio n s h a l l become a v i t a l p a r t i n th e developm ent o f e v e ry c h i l d . C hanges i n c o n te n t and m e th o d s. Changes i n c o n te n t and m ethods o f te a c h in g # make i t a p p a re n t t h a t more a t t e n t i o n s h a l l b e g iv e n to th e p la n n in g o f th e p h y s ic a l f a c i l i t i e s f o r te a c h in g a r t . The r e g u l a r c la ssro o m w ith a few s p e c ia l a r t d esk s moved in# w i l l no lo n g e r s u f f i c e . The a d m in is tr a to r and th e a r c h i t e c t . T here a p p e a rs t o be a n e e d on th e p a r t o f s c h o o l p e o p le to b e t t e r u n d e rs ta n d th e p ro b lem s e n c o u n te re d i n p la n n in g . I t i s a ls o q u ite a s im p o rta n t t h a t th e a r c h i t e c t r e a l i z e th e e d u c a tio n a l im p lic a t i o n s in v o lv e d . Summary. The in c r e a s e d im p o rta n c e o f a r t i n th e se c o n d a ry sch o o l# and th e change i n v ie w p o in t to w ard m ethods and c o n te n t o f an a r t c u rric u lu m # p o in t to th e f a c t t h a t m ore c o n s id e r a tio n f o r th e p la n n in g o f th e p h y s ic a l f a c i l i t i e s f o r su c h a program i s im p o r ta n t. I I I . BELiasm ) LITERATURE A c o n s id e r a b le amount o f e x c e l l e n t m a te r ia l h a s b een w r i tt e n d u rin g th e l a s t s i x o r se v en y e a rs re g a rd in g tr e n d s i n a r t e d u c a tio n . T h is m a te r ia l r e p r e s e n ts th e work o f men and women who h av e h ad w ide e x p e rie n c e b o th in te a c h in g and a s a d m in is tr a to r s # and mho a r e c o n s id e r e d a u t h o r i t i e s i n th e 5 a r t f i e l d . However, i n o n ly a few c a s e s h av e th e r e b een any a t t e n t i o n g iv e n t o a c o n s id e r a tio n o r d is c u s s io n o f th e f a c i l i t i e s n e c e s s a ry # and o n ly on one o c c a s io n h a s an a u th o r made an a tte m p t to show th e a c tu a l p la n o f th e p ro p o se d a r e a in m hlch th e work i n a r t sh o u ld be c o n d u c te d . One c o u ld n o t go f a r i n an i n v e s t i g a t i o n r e g a r d in g th e new er th in k in g in a r t w ith o u t m en tio n o f A rt a s E x p e rie n c e by John Dewey. T h is book i s th e r e s u l t o f a s e r i e s o f te n l e c tu r e s g iv e n a t H arv ard in 1931. Mr. Dewey p r e s e n ts to w ard a r t a p ro fo u n d p h ilo s o p h y w hich h a s b een f a r - r e a c h i n g i n i t s c o n t r ib u tio n to a r t e d u c a tio n . I t o f f e r s an in v a lu a b le b ack g ro u n d f o r one who e n d e a v o rs to s e n s e th e tr e n d s in o u r ed u ca t i o n a l program to d a y . H o sa b e ll MacDonald# i n h e r book The S tu d y o f A rt i n th e S eco n d ary S ch o o l g iv e s a s tim u la tin g ap p ro ach by s e t t i n g th e s ta g e f o r th e new er c o n c e p ts in a r t te a c h in g # M iich a r e b e in g f e l t n e c e s s a r y fro m many s o u r c e s . She s t r e s s e s th e im p o rta n ce o f r e l a t i n g a r t t o l i f e s i t u a t i o n s . B ecause o f h e r many y e a rs o f e x p e rie n c e as a te a c h e r , she i s w e ll q u a l i f i e d a s an a u t h o r i t y . Leon L o y al Winslow# b e c au se o f h i s b ro a d e x p e rie n c e a s . a te a c h e r and a d m in is t r a to r , may be c o n s id e re d a s t r u l y one o f th e le a d e r s i n th e f i e l d o f a r t e d u c a tio n in th e U n ite d S t a t e s . He h a s p u t h i s id e a s i n t o p r in t# and th e r e s u l t i s a m ost e x c e ll e n t t r e a t i s e on th e s i g n i f ic a n c e o f a r t i n ed u ca t i o n . A rt i n S eco n d ary E d u c a tio n i s a m ost r e c e n t p u b lic a t io n 4 In w h ich he p r e s e n ts in an a d e q u a te m anner th e new er v ie w p o in t to w ard a r t e d u c a tio n i n th e se c o n d a ry s c h o o l. T h is h a s s e rv e d as a b ack g ro u n d f o r th e a p p ro a c h t o t h i s s tu d y . A gain i n h is A Program f o r A rt E d u c a tio n i n th e S ch o o ls was fo u n d a m ost v a lu a b le work c o n c e rn in g c o n te n t and m ethods o f a r t e d u c a tio n . An I n tr o d u c tio n to A rt E d u c a tio n b y G. W h itfo rd s e rv e s a s an e x c e l l e n t r e f e r e n c e on alm o st a l l p h a se s o f a r t e d u c a tio n w h ich h av e b een u se d a s an a p p ro a c h to th e s tu d y . Again# M r. W h itford# by h i s many y e a r s o f e x p e rie n c e i n te a c h in g can be c o n s id e re d a s an a u t h o r i t y . T h is was v a lu a b le p a r t i c u l a r l y c o n c e rn in g h is to r y # aim s, and m ethods o f a r t i n s t r u c t i o n . H aro ld Rugg# and Ann Shum aker, a s c o - a u th o r s , w ro te The C h iId -C e n te rs d S c h o o l# an A p p ra is a l o f th e New E d u c a tio n . T h a t p a r t o f th e book w hich d e a ls w ith a r t I s n o te d e s p e c i a l l y in r e g a r d to th e s i g n i f i c a n t and im p o rta n t p la c e i t g iv e s a r t i n th e new s c h o o l. The New H igh S ch o o l in th e M aking b y W illiam Law rence W rinkle# was fo u n d to s t r e s s p a r t i c u l a r l y in fo rm a tio n r e g a r d in g c o n te n t and m ethod f o r a r t te a c h in g . I t a ls o d is c u s s e s i n a c o n v in c in g way th e v a lu e and p la c e o f a r t i n e d u c a tio n i n th e h ig h s c h o o l. The s e r i e s o f f o u r m onographs w r i t t e n and p u b lis h e d r e g a r d in g th e Owatonna A rt P r o j e c t , a r e among th e m o st im por t a n t docum ents a v a ila b le on th e m a tte r o f a r t e d u c a tio n . The f i r s t o f th e s e r i e s w r i t t e n b y Dean M elvin H ag g e rty , who was 5 d i r e c t o r o f th e p r o je c t# s e rv e s a s an in tr o d u c t io n t o th e e x p e rim e n t. W hile t h i s p r o j e c t was d e s ig n e d t o f i n d new m a t e r i a l s and m ethods f o r a r t i n s t r u c t i o n i n th e h ig h sc h o o ls# m ore im p o rta n t i t seems was th e v ie w p o in t t h a t Dean H ag g erty h e ld f o r th e v a lu e o f a r t , and i t s r e l a t i o n t o l i f e . T h is f i r s t m onograph was c a l l e d " A rt, a Way o f L i f e ." The seco n d o f t h i s s e r i e s was w r i t t e n by A. C. K rey o f th e U n iv e r s ity o f M in n e so ta , who was a ls o c o n n e c te d w ith th e p r o j e c t i n an a d m in is tr a tiv e c a p a c ity . I n th is # K rey p r e s e n ts an h i s t o r i c a l a c c o u n t o f th e developm ent and b u i l d in g o f th e C ity o f F lo re n c e , I t a l y , and c a l l s h i s s to ry # "The C ity t h a t A rt B u i l t . " He w ish ed t o e x p re s s h e r e th e them e o f th e Owatonna p r o j e c t i n s u p p o rt o f th e th in k in g w hich s e t s up# " A rt a s a Way o f L i f e ." M r. H ag g e rty w ro te th e t h i r d o f th e s e r i e s s h o r t l y b e f o r e h i s d e a th i n 1938, an d c a l l s i t , "E n rich m en t o f th e Common L i f e ." T h is i s r e a l l y a r e s ta te m e n t and an e x p a n sio n o f h i s g e n e ra l p h ilo s o p h y on w hich th e p r o j e c t i s b a s e d . I t a ls o s e rv e s as s o r t o f a p r o g re s s r e p o r t as t o w hat h a s t r a n s p i r e d . The r e s u l t s o f th e f i v e - y e a r s tu d y a r e p r e s e n te d in th e f o u r th m onograph o f th e s e r i e s . Edwin Z ie g fe ld # th e a u th o r , and one o f th e i n s t r u c t o r s d u rin g th e p e r io d o f th e e ^ e r im e n t# a n a ly z e s th e im p lic a tio n s w hich th e r e s u l t s o f th e s tu d y h o ld f o r a r t e d u c a tio n . T hese w r itin g s a re o f u tm o st v a lu e to t h i s i n v e s t i g a t i o n i n t h a t th e y c o r r o b o ra te 6 th e f in d in g s and w r i tin g s o f o th e r s in th e f i e l d . T h is i s t r u e , p a r t i c u l a r l y a s i t co n c ern s th e c o n te n t and m ethod o f w hat i s t o be ta u g h t. T h is e x p e rim e n t can w e ll be c a l l e d th e m ost s i g n i f i c a n t s tu d y In th e h i s t o r y o f a r t e d u c a tio n . K enneth F r e d e r ic k P e rry i n A D iv e r s if ie d A rt Program r e p o r t s on th e se co n d o f th e two m ost s i g n i f i c a n t e x p e rim e n ts w hich a re th e b a s i s f o r th e developm ent o f th e p h y s ic a l f a c i l i t i e s o f t h i s s tu d y . The e x p e rim e n t was co n d u c ted a t th e C o lo rad o S ta te C o lle g e o f E d u c a tio n . R e a liz in g th e r e was a n e e d f o r a change i n th e m ethod o f te a c h in g a r t , th e d i r e c t o r s o f th e s tu d y s e t o u t t o f i n d o u t w hat was n eed ed by a s k in g a d m in is t r a to r s o f se c o n d a ry s c h o o ls w hat th e y th o u g h t was w rong. In o r d e r to answ er th e q u e s tio n s r a i s e d by th e s e sc h o o l men, an e x p e rim e n ta l w orkshop was s e t up w here many a c t i v i t i e s w ere ta u g h t s im u lta n e o u s ly . F o r th r e e y e a rs c h i l d ren w ere a llo w e d to w ork a t any a c t i v i t y o f t h e i r c h o ic e . The f in d in g s c o in c id e to a la r g e d e g re e w ith th o s e o f th e Owatonna P r o j e c t , and w i l l b e u s e d a s th e b a s i s f o r p la n n in g th e p h y s ic a l f a c i l i t i e s f o r te a c h in g an a r t program i n a se c o n d a ry sc h o o l in t h i s i n v e s t i g a t i o n . O th er a u th o rs who have c o n t r ib u t e d a lo n g g e n e ra l l i n e s to th e new er th in k in g to w ard a r t a r e : W a lte r K la r , C. V a le n tin e K irb y , F lo re n c e W illia m s N ic h o la s , N e ll ie C la re Mawhood, M abel T r i l l i n g , R alp h P e a rs o n , H e rb e rt R ead, and C has. A. B e n n ett* The m a jo r p h a se s o f th e change i n v ie w p o in t to w ard a r t ed u ca t i o n w hich h av e b ee n r e c e iv e d h e r e , and th e r e f e r e n c e s n o te d . 7 s e rv e a s m ore o r l e s s a co n se n su s among a u t h o r i t i e s in th e f i e l d * A c o n s id e r a b le num ber o f b u l l e t i n s have g iv e n v a lu a b le c o n t r ib u t io n s to advancem ent o f th in k in g i n th e f i e l d . Men t i o n o f a few o f th e r e p o r t s w hich have s e rv e d o f v a lu e i n t h i s s tu d y w i l l be made h ere* A r e p o r t o f th e B ureau o f C o o p e ra tiv e R e se a rc h a t I n d ia n a U n iv e r s ity , p u b lis h e d l a t e i n 1944, i s o f e s p e c i a l v a lu e i n p o in tin g o u t th e n e e d f o r g r e a t e r c o n s id e r a tio n o f th e p h y s ic a l f a c i l i t i e s . The s u b je c t o f th e c o n fe re n c e was “ P la n n in g th e P ost-W ar S chool B u ild in g ," and was f o r th e p u r p o se o f b r in g in g to g e th e r sc h o o l men and a r c h i t e c t s who w ere i n t e r e s t e d i n s c h o o l work* In s e v e r a l h u n d re d p ag es co m p ris in g th e r e p o r t , l e s s th a n one page was g iv e n o v e r t o th e d is c u s s io n o f a r t e d u c a tio n , and n o th in g was s a i d re g a rd in g w hat th e sp a c e r e q u ir e d f o r te a c h in g th e s u b je c t sh o u ld con t a i n . The r e p o r t by th e Com m ittee on S eco n d ary S chool C u r r ic ulum o f th e P ro g r e s s iv e E d u c a tio n A s s o c ia tio n i s an o u ts ta n d in g docum ent. I t i s p a r t i c u l a r l y s i g n i f i c a n t to t h i s s tu d y f o r i t s p o in t o f view i n r e g a r d to th e p la c e o f a r t i n g e n e r a l e d u c a tio n , and th e re b y th e v a lu e and p la c e o f a r t i n th e l i f e and d evelopm ent o f th e c h i l d . The F e d e ra te d C o u n c il on A rt E d u c a tio n , w h ich was o rg a n iz e d i n 1924 f o r th e p u rp o se o f m aking a s tu d y o f a r t 8 p ro b le m s, c o n d u c ted th ro u g h o u t th e c o u n try I n th e v a rio u s r e g io n a l a r t a s s o c ia tio n s a s u rv e y r e g a r d in g a r t i n se c o n d a ry e d u c a tio n . T h is docum ent n h ic h was p u b lis h e d in 1935 was c a l l e d , " A rt E d u c a tio n i n High S c h o o ls ." I n t e r e s t i n g , p e rh a p s , more th a n o f r e a l v a lu e to t h i s s tu d y , i t g iv e s an i n s i g h t i n t o th e o p in io n s o f laym en and s tu d e n ts a l i k e , r e g a r d in g some o f th e im p o rta n t q u e s tio n s p e r t a i n i n g to a r t . The many a r t i c l e s w hich have b een p u b lis h e d i n maga z i n e s , to o num erous to m e n tio n h e r e , a re m ore o r l e s s r e l a y b a s ic th in k in g w h ich th e r e f e r e n c e d t e x t s h av e s e t f o r t h . IV . ORGANIZATION OP THE THESIS T h is i n v e s t i g a t i o n i s b a s e d p r im a r il y on in fo rm a tio n fo u n d i n b o o k s, th e a u th o rs o f id iic h , a r e c o n s id e re d a s a u t h o r i t i e s i n th e f i e l d o f a r t e d u c a tio n . A s e r i e s o f r e p o r t s on e x p e rim e n ta l s c h o o ls h av e a ls o b een u s e d f o r d e te rm in in g th e c o n te n t o f c o u r s e s , and t h e m ethods n e c e s s a r y , to te a c h th e program i n an a d e q u a te m anner. The books and a r t i c l e s f o r th e m ost p a r t have b een r e c e n t l y p u b lis h e d m aking th e v ie w p o in ts and tr e n d s t r u l y c u r r e n t o n e s . The s tu d y h a s b een d ev e lo p ed i n s i x c h a p te r s , th e f i r s t one b e in g an e x p la n a tio n a s to th e im p o rta n c e and v a lu e o f th e i n v e s t i g a t i o n . C h a p te r I I , by way o f an h i s t o r i c a l a p p ro a c h , a tte m p ts to a n a ly z e c e r t a i n c o n fu s io n s c o n c e rn in g a r t and i t s m ean in g . T hrough t h i s a n a ly s is th e v a lu e o f a r t t o s o c i e t y i s 9 d e te m ln e d , and th e p la c e o f a r t in e d u c a tio n i s d is c u s s e d . C h a p te r I I I agsiin th ro u g h th e h i s t o r i c a l m eth o d , p r e s e n ts an o v erv iew o f th e c o n c e p ts and aim s o f a r t e d u c a tio n s in c e i t s in tr o d u c t io n i n th e se c o n d a ry s c h o o l sy stem s i n th e U n ite d S t a t e s . T h is s tu d y was done w ith th e id e a t h a t i t may h e lp t o b e t t e r u n d e rs ta n d and d e te rm in e p r e s e n t day t r e n d s . In th e f o u r th c h a p te r an a tte m p t h a s b e e n made to d e te rm in e th e c o n te n t o f c o u rs e s and ty p e s o f a c t i v i t i e s d e s i r a b l e i n o r d e r t o ac co m p lish th e aim s w hich a r t h a s s e t up f o r I t s e l f i n t h i s new way o f t h in k i n g . The m ethods f o r c a r r y in g on th e work i s c o n s id e re d f u l l y a s im p o rta n t and h a s b een g iv e n due c o n s id e ra t i o n . C h a p te r V i s a d is c u s s io n o f th e v a r io u s e le m e n ts w hich com bine t o make up th e p h y s ic a l en v iro n m en t f o r te a c h in g a m odern a r t p ro g ram . The v a rio u s k in d s o f equipm ent and g e n e ra l arra n g em en t o f th e rooms a re b a s e d on th e ty p e o f a c t i v i t i e s w h ich w i l l b e c a r r i e d on i n th e a r e a , and on th e in f o rm a tio n g a in e d i n th e p re c e d in g c h a p te r . C h a p te r VI i s a summary o f th e i n v e s t i g a t i o n , and th e c o n c lu s io n s draw n. The e x p e rie n c e o f th e w r i t e r o f t h i s t h e s i s , b o th in th e te a c h in g o f a r t on th e h ig h s c h o o l and j u n io r c o lle g e l e v e l s , a s w e ll a s e x p e rie n c e i n th e p la n n in g o f sc h o o l b u ild in g s i n a r c h i t e c t u r a l p r a c t i c e , h e lp s i n a m ore s y m p a th e tic u n d e rs ta n d in g o f th e p ro b lem s in v o lv e d . CHAPTER I I BACKGROUND FOR THE STUDY T h is c h a p te r , by way o f a s u rv e y , a tte m p ts to a n a ly z e c e r t a i n c o n fu s io n s w ith r e s p e c t to a r t and i t s m eaning, w h ich a re p r e v a le n t among laym en, te a c h e r s , an d a d m in is tr a to r s a l ik e T hese c o n fu s io n s e x i s t c h i e f l y b e c a u se (1 ) a m is u n d e rs ta n d in g a s t o th é r e a l m eaning o f a r t , and (2 ) an a r t i f i c i a l s e g re g a t i o n o f th e a r t s w hich e x i s t s i n o u r s c h o o l program s to d a y . Once th e s e m is u n d e rs ta n d in g s h av e b een made c l e a r i n th e m ind o f th e r e a d e r , th e r e l a t i o n s h i p o f a r t t o s o c i e t y and t h e p la c e o f a r t e d u c a tio n i n o u r s e c o n d a ry s c h o o ls i s d is c u s s e d . I . THE MEANING OF ART The v ie w p o in t t h a t th e a r t s a r e a s o ld a s man and have p la y e d an im p o rta n t p a r t i n h i s dev elo p m en t i s a w id e ly a c c e p te d o n e . A rt began and grew o u t o f m an’ s re s p o n s e s t o h i s v a r io u s n e e d s . They have h e lp e d him t o l i v e m ore com p l e t e l y , and h a v e f u l f i l l e d a n a t u r a l re q u ire m e n t. P e rry in s u b s c r ib in g t o t h i s v ie w p o in t s a y s : P r im itiv e man f a s h io n e d u t e n s i l s and im plem ents b e c a u se th e y w ere n e e d e d in h i s l i f e . He w o rrie d l i t t l e w h e th e r th e y w ere f i n e a r t o r i n d u s t r i a l a r t , u s e f u l o r a e s t h e t i c . He r e f i n e d l i n e s o r d e c o ra te d h i s work in term s o f h i s f e e l i n g s . He h ad no r u l e s o r law s g o v e rn in g d e s ig n , b u t resp o n d e d i n te rm s o f h i s own s e n s i t i v i t y . He w orked f o r h i s 10 11 own s a t i s f a c t i o n . ^ M u rs e ll i n t e r p r e t s h i s id e a s r e g a r d in g a r t a s some th in g w hich h a s b een fu n d a m e n ta l i n m an’s d ev elo p m en t: R e sp o n siv e n e ss to and d e s ir e f o r w hat we c a l l b e a u ty i s a b a s ic im p u lse o f human n a tu re * Man h a s n e v e r b ee n s a t i s f i e d w ith an en v iro n m e n t w hich i s m e re ly u s e fu l* Nor h a s he b een s a t i s f i e d to t r y m e re ly t o u n d e rs ta n d h i s e n v iro n m e n t. He h a s alw ays s o u g h t to ad o rn i t , to b e a u t i f y i t , to make i t p le a s in g to h i s s e n s e s and s y m p a th e tic w ith h i s em otions.® However, i n an e r a i n w hich th e l i f e o f th e common man h a s become in c r e a s i n g l y more com plex w ith th e y e a r s , a r t r a t h e r th a n b e in g th e b a s i c a l l y sim p le th in g i t s t a r t e d o u t to b e , a c c o rd in g to P e r r y , h a s become " I n t e l l e c t u a l i z e d p la y th in g o f th e p r i v i l e g e d , and a t i t s w o rs t an e t h e r e a l and 3 m y s tic e l u s i v e ." A ll t h i s h a s d e v e lo p e d a r e s u l t a n t c o n fu s io n and m is u n d e rs ta n d in g i n th e f i e l d w hich m ust b e c l a r i f i e d i f we a re to e f f e c t i v e l y p r e s e n t th e work i n th e s c h o o l. The fo llo w in g p a ra g ra p h s w i l l a tte m p t to c o r r e c t t h i s m is u n d e rs ta n d in g . A rt a s d ra w in g . The n arro w v ie w p o in t, and a v e ry ^ K enneth F r e d e r ic k P e r r y , ^ E C Terim ent w ith a D iv er s i f i e d Program (New Y ork: T e a c h e rs C o lie g e , GoiümSra*Tjnlv e r - sity,~lL9^4^T, p . 2 . 2 J a s . L. M u r s e ll, "The E d u c a tio n a l I n t e g r a ti o n o f th e A r ts ," T e a c h ers C o lle g e R eco rd , 3 9 :1 2 1 -1 2 5 , November, 1937. ^ Perry, o£. c i t . , p. 3. 12 common o n e , h e ld by b o th laym en and s c h o o l p e o p le a l i k e , s e e s a r t a s so m eth in g c o n s i s t i n g c h i e f l y o f d ra w in g . T h is i s due l a r g e l y to th e f a c t t h a t d raw in g h a s b een s t r e s s e d i n th e s c h o o ls f o r a lo n g tim e , ahd th o s e h a v in g a tte n d e d th e p u b lic s c h o o ls th in k o f i t i n te rm s o f t h e i r own e x p e rie n c e . "T h is v ie w p o in g ," sa y s M unro, " i s l a r g e l y r e s p o n s ib le f o r th e te n dency o f th e s c h o o l a d m in is tr a to r to d is p a ra g e a r t a s a 4 u s e l e s s f r i l l . " The c r e a tiv e p r o c e s s . T h is id e a p u ts a r t as e s s e n t i a l l y a c r e a t iv e p r o c e s s — a d o in g . Dewey re c o g n iz e s t h i s p ro c e s s view o f a r t when he s t a t e s t h a t " . * • So m arked i s th e a c tin g o r d o in g p h a se o f a r t , t h a t th e d i c t i o n a r i e s u s u a l l y d e f in e i t i n te rm s o f s k i l l e d a c tio n , a b i l i t y i n e x e c u tio n ." ^ P e r ry w ith r e g a r d to t h i s v ie w p o in t s a y s , "H ere th e c r e a t i v e p ro c e s s i t s e l f i s a l l im p o r ta n t. The th in g m ade, th e 6 a r t o b je c t o r work o f a r t , i s th e r e s u l t o f t h a t p r o c e s s ." The o b je c t c o n c e p t. Somewhere a lo n g th e l i n e i t seem s ^ T h o s. M unro, "A rt i n A m erican L if e and E d u c a tio n ," F o r t i e t h Y earbook o f th e N a tio n a l S o c ie ty f o r th e S tu d y o f B d u c a iio n (b ïo o m ïn g to n , I l l i n o i s : “l^ u S IÏc S c h o o ls FuBIisEîng ÔCMopanÿ, "1941), p . 9 . ^ John Dewey, A rt as E x p e rie n c e (New Y ork: M in to n , B a lc h & C o ., 1 9 5 4 ), pIT%7. ^ P erry , op. c i t . , p . 10. 13 t h a t m an’ s p e r s i s t e n t i n t e r e s t i n th e o b je c t h a s c a u se d him to o v e rlo o k i t s c r e a tio n u n t i l he now a c c e p ts th e o b je c t f o r th e a r t . I t i s l i t t l e w onder t h a t f o r to o many p e o p le a r t i s now th e r e s u l t r a t h e r th a n th e means o f i t s c r e a t i o n . " I n common c o n c e p tio n ," sa y s Dewey, " th e w ork o f a r t i s o f te n i d e n t i f i e d w ith th e b u ild i n g , b o o k , p a i n t i n g , o r s t a t u e i n 7 i t s e x is te n c e a p a r t from human e x p e r ie n c e ." T h is h a s come to be c a l l e d th e " o b j e c t ," o r " th in g made" c o n c e p t. A rt f o r th e few . The t h i r d c o n c e p t and one # i i c h i s h e ld b y m any, te n d s t o s e t a r t a p a r t from th e l i f e o f th e a v e ra g e p e rs o n — th e id e a t h a t a r t i s fo u n d o n ly in th e museum, th e o p e ra h o u s e , o r i n c l a s s i c l i t e r a t u r e . T h is c o n c e p t i s e x p re s s e d b y Dewey a s f o llo w s : The t h e o r i e s w h ich i s o l a t e a r t and i t s a p p r e c ia t i o n b y p la c in g them in a re a lm o f t h e i r own, d i s c o n n e c te d from o th e r modes o f e x p e r ie n c in g , a re n o t in h e r e n t in th e s u b je c t m a tte r , b u t a r i s e b e c a u se o f s p e c i f i a b l e e x tra n e o u s c o n d i tio n s . N a tio n a lis m an d w e a lth h av e b ee n th e p rim a ry in f lu e n c in g f a c t o r s . Embedded as th e y a re i n th e i n s t i t u t i o n s and h a b i t s o f l i f e , th e s e c o n d itio n s o p e r a te e f f e c t i v e l y b e c a u se th e y w ork so u n c o n s c io u s ly . Thus i t d e e p ly a f f e c t s th e p r a c t i c e o f l i v i n g , d r iv in g away a e s t h e t i c p e r c e p tio n s , t h a t a re n e c e s s a r y in g re < Ù e n ts o f h a p p i n e s s , o r re d u c in g them to th e l e v e l o f co m p en satin g t r a n s i e n t p le a s u r a b le e x c ita tio n s .® P e rry a ls o s e e s t h i s c o n c e p t as one w hich h in d e r s th e 7 Dewey, l o c . c i t . ® L oc. c i t . 14 p r o g re s s o f a r t , and g iv e s h i s re a s o n s f o r i t s The s e p a r a tio n o f a r t from u t i l i t y i s a n o th e r r e g r e t t a b l e d i v i s i o n w h ich c a u se s s c h o o l a d m in is t r a t o r s to a v o id th e work as a p a r t o f t h e i r re g u l a r sc h o o l p ro g ram . The com m ission on th e f u n c tio n o f a r t i n g e n e r a l e d u c a tio n c o n t r ib u t e s th e s p l i t i n p a r t to th e a r i s t o c r a t i c t a s t e w hich becam e i d e n t i f i e d w ith a e s t h e t i c v a lu e when th e m achine subm erged th e f o l k a r t s and d e b a se d th e a e s t h e t i c q u a l i t y o f p r a c t i c a l a r t p ro d u c ts th ro u g h i t s a tte m p ts t o i m i t a t e th e h a n d i c r a f t s . A te n d e n c y o f th e e x c lu s iv e g ro u p i n s o c ie ty to a v o id th o s e fo rm s o f a r t :A iich l e n t th e m se lv e s to u n lim ite d d u p lic a tio n h a s i n c li n e d them to p a tr o n iz e th o s e a r t s o f f r e e e g r e s s io n w hich c o u ld c o n tin u e beyond th e r e a c h o f th e m a jo r i ty . T h is a t t i t u d e h a s fa v o r e d th e p ro m o tio n o f th e b e l i e f t h a t a r t i s an e x p e n s iv e , l e i s u r e c l a s s lu x u r y , w hich l i e s beyond! th e r e a c h and u n d e r s ta n d in g o f th e av e ra g e p e rs o n . A rt as e x p e rie n c e . The more r e c e n t te n d e n c y i s t o con s i d e r a r t a s an e x p e rie n c e . T h is i s an a c c e p ta n c e o r r e a l i z a t i o n o f th e f a c t t h a t th e d e s i r e to c r e a t e i s common to a l l , an d v a r i e s o n ly i n d e g re e w ith th e i n d i v i d u a l . To c r e a te does n o t mean o n ly to do so w ith p e n c i l , p a i n t , and b ru s h ; i t may mean any o f a m u ltitu d e o f human a c tio n s id iic h a r e e f f o r t s to make l i f e m ore i n t e r e s t i n g and m ore p le a s in g . H ag g erty sa y s i n t h i s r e g a r d : When one s e l e c t s a good lo o k in g c h a ir i n p r e f e r en ce to an u g ly o n e , when he a rra n g e s th e windows i n h i s home t o g iv e p le a s in g l i g h t s and shadows in h i s room s, o r when he p l a n t s a v in e t o th r e a d i t s way o v e r th e ro u g h c o r n e r s o f h i s g a ra g e h e i s g iv in g p la y to im p u lse s to e n r ic h h i s l i f e w h ich a re a k in 9 P erry , o £ . c i t . , p . 4 . 15 10 to th o s e t h a t prom pt an a r t i s t to p a i n t and d raw . He b e l ie v e s t h a t i t i s upon th e r e a l i t y t h a t th e r e i s a c lo s e r e l a t i o n s h i p o f th e s e sim p le and se em in g ly rem o te a c t i v i t i e s t o th e work o f th e p r o f e s s io n a l a r t i s t , t h a t we m ust b u i l d an u n d e rs ta n d in g o f any a r t w hich i s t o be v i t a l i n e d u c a tio n . I t i s h i s c o n te n tio n , a lo n g w ith o t h e r s , t h a t e x p e rie n c in g a r t c o n c e rn s b o th th e d o in g , and th e r e s u l t o r th e p r o d u c t, and t h a t i t i s a m ost n e c e s s a r y f a c t o r i n th e l i f e o f e v e i^ human b e in g . C o n cern in g t h i s he s a y s ; E x cep t when s e n s i t i v i t y i s d u lle d b y lo n g h a b i t u a t i o n to u g ly t h i n g s , th e n o rm al c i v i l i z e d p e rso n i s made r e s t l e s s by d is c o r d , and h i s s a t i s f a c t i o n s in c r e a s e when c o n fu sio n i n th in g s i s rem oved. . . . Upon an u n d e rs ta n d in g o f t h i s u n iv e r s a l f a c t a b o u t human b e in g s r e s t s a l l o u r th o u g h t ab o u t th e p la c e o f a r t i n e d u c a tio n . . . . A rt i s n o t a th in g t h a t can be ig n o re d and n e g l e c t e d . I t i s i n t e g r a l w ith l i f e , a r i s e s o u t o f u n iv e r s a l human n e e d s , im p o s s ib le o f d i s s o c i a t i o n from a com p l e t e l y s a t i s f y i n g e x i s t e n c e . He p o in ts o u t t h a t to s e p a r a te a r t from norm al l i f e a c t i v i t i e s , w i l l be to g iv e a r t an a r t i f i c i a l i t y w hich w i l l r e n d e r i t m e a n in g le ss to a l a r g e p r o p o r tio n o f th e human r a c e . Dewey g o es even so f a r a s to s a y t h a t a r t e3q>erience i s an i n t e g r a l p a r t o f e v e ry human e x p e rie n c e . I to ir o , who a ls o b e l i e v e s i n a r t a s e x p e rie n c e , sa y s t h a t c r e a t i v e a b i l i t y and a e s t h e t i c f e e l i n g a r e n o t a s p e c i a l f a c u l t y , and M elvin H a g g e rty , A rt a Way o f L if e (M in n e a p o lis , M in n e so ta : The U n iv e r s ity o f M in n eso ta P r e s s , 1 9 3 5 ), p . 11 I b i d ., p . 1 3 . 16 r e s t r i c t e d o n ly to th e f i n e a r t s , b u t c a r r i e s to a l l a c t i v i t y t h a t i s f e l t to b e w o rth -w h ile i n i t s e l f , and i n t e r e s t i n g and m e a n in g fu l to th e i n d i v i d u a l . He b e l ie v e s t h a t a r t i s n o t r a d i c a l l y d i f f e r e n t th a n o th e r a c t i v i t i e s , t h a t th e d e s i r e o r u rg e to e x p re s s o n e s e lf e i t h e r b y p ro d u c in g a r t o f some k in d o r tliro u g h th e s e le c t i o n o f a r t p r o d u c ts , i s b a s ic t o a l l m ankind* He s a y s , " A rt h a s alw ays b ee n c l o s e l y bound up w ith o th e r v i t a l human i n t e r e s t s , w ith r e l i g i o n , p h ilo s o - 12 p h y , s c ie n c e and p r a c t i c a l E i f f a i r s . " Summsœy. A summary o f th e s e p a ra g ra p h s w ould in d i c a t e t h a t i n th e dev elo p m en t o f o u r A m erican c u l t u r e t h e r e h a s b een la c k o f u n d e rs ta n d in g as to th e r e a l m eaning o f a r t . Most laym en th in k t h a t a r t c o n s is ts m a in ly o f draw in g f o r th e t a l e n t e d , o r t h a t i t h a s to do w ith t h a t th in g we se e i n a museum, and t h a t i t i s so m eth in g w ith w h ich th e av e ra g e p e rs o n h as l i t t l e i n common. A c o m p a ra tiv e ly r e c e n t c o n c e p t and one w hich i s h e ld b y e d u c a to rs and p s y c h o lo g is ts a l i k e i s t h a t a r t i s e x p e r i e n c e , The assu m p tio n h e r e i s t h a t th e d e s ir e to c r e a t e and t o e ^ e r i e n c e a e s t h e t i c a l l y i s a b a s ic u rg e common to a l l o f u s . As t o w hat i s c r e a te d and th e q u a l i t y o f t h a t p ro d u c t i s o f se c o n d a ry im p o rta n c e , b u t i s th e o b je c ti v e e x p re s s io n T h o s. M unro, "A C o n s tru c tiv e Program f o r T each in g A r t," A rt and E d u c a tio n {M orion, P e n n s y lv a n ia : B arn es Founda t i o n P ro s s 7 i9 2 9 ) , P • ^2 3 • 17 o f t h i s u r g e . The d e g re e o f a b i l i t y to c r e a t e v a r ie s w ith th e in d iv id u a l* Those h a v in g g r e a t e r d e g re e o f n a t iv e a b i l i t y w i l l become p r o f e s s io n a l a r t i s t s , w h ile th o s e p o s s e s s in g a l e s s e r amount o f a b i l i t y w i l l , b e c a u se o f th e s e e x p e rie n c e s , become i n t e l l i g e n t consum ers o f a r t p ro d u c ts o f a l l k in d s , I I , SEGREGATION OF THE TYPES OF ART W O R K A long w ith th e c o n fu s io n and m is tin d er s ta n d in g as to th e r e a l m eaning o f a r t , th e r e e x i s t s a f u r t h e r c o n fu s io n a s a r e s u l t o f th e s e g re g a tio n o f th e v a r io u s ty p e s o f a r t work* I t i s n o t uncommon to f i n d F in e A r ts , I n d u s t r i a l A r ts , P ra c t i c a l A r ts , Home A r ts , and C om m ercial A r ts , l i s t e d i n th e same s c h o o l p ro g ram . T h a t su ch p ro c e d u re i s c o n fu s in g i s w ith o u t q u e s tio n , and r e n d e r s im p o s s ib le t h a t u n it y w h ich i s so n e c e s s a r y . The d iv i s i o n h e re can be n a rro w e d down to one c h i e f l y betw een th e s o - c a l l e d " F in e a r t s " an d th e " P r a c t i c a l a r t s , " H ag g erty h a s t h i s to sa y r e g a r d in g t h i s a r t i f i c i a l s e p a r a tio n , w hich i s s p e c i f i c a l l y aim ed a t th e f i n e a r t s : W e h av e p e r m itte d a r t to become d iv o rc e d from th e o r d in a r y a c t i v i t i e s i n w h ich men engage and i t s c u l t i v a t i o n to d r i f t i n t o th e h an d s o f s p e c i a l i s t s from whom th e m ass o f m ankind i s s e p a r a te d by a chasm . In r e c e n t tim e s t h i s chasm h a s become v e ry b ro a d and deep* To men a b so rb e d i n th e work o f th e w o rld a r t i s t s a p p e a r to be a c u l t , and t h e i r w ork and c o n v e rs a tio n seem e s o t e r i c and a lm o st m y s tic a l* To a r t i s t s o r d i n a ry f o l k s a p p e a r ig n o r a n t and n o n a p p r e c ia tiv e , , * * T h is d i s s o c i a t i o n i s s u p e r f i c i a l ; i t i s i n j u r i o u s to a r t , and i t im p o v e ris h e s l i f e * The e f f e c t o f t h i s a t t i t u d e upon s c h o o ls h a s b e e n an e v i l o n e, and h a s 18 c a u se d a r t to become a l i e n to b a s i c e d u c a tio n ^ a f a d , t o l e r a b l e in tim e s o f p le n ty , n e g l i g i b l e when e c o nom ic p r e s s u r e s i n c r e a s e , a f i e l d ig n o r e d by a l l e x c e p t s p e c i a l i s t s , a program o f a c t i v i t i e s h a v in g l i t t l e r e l a t i o n to th e o r d in a r y a f f a i r s o f l i f e , b u sy work f o r c h ild r e n and g i r l s The u n i t y n e c e s s a r y to an e f f i c i e n t a r t program as i t c o n c e rn s t h i s s e p a r a tio n i s e x p re s s e d by W inslow a s f o llo w s : S h ould n o t o u r d e f i n i t i o n im p ly f o r th e a r t i s t s o f o u r tim e a l l t h a t i t im p lie d f o r th e m a s te rs o f p a s t g e n e r a tio n s , ev en th o u g h th e m eans f o r s e c u r in g r e s u l t s , th e m a t e r i a l s and ev en th e o rg a n iz a t i o n o f s o c ie ty h av e changed? Today, no l e s s th a n i n th e tim e o f P h id ia s and o f L eonardo may we n o t l o g i c a l l y co n c lu d e t h a t a l l a r t i s b o th f i n e and i n d u s t r i a l , o r t h a t i t i s n o t tr u e a r t a t a l l ? ^ ^ f Someone h a s s a id t h a t a r t i s m a n 's e x p re s s io n o r embodi* m ent o f h i s id e a s o f u s e and b e a u ty i n d i f f e r e n t modes and m a t e r i a l s # I f th e em p h asis i s l a i d on u s e , th e p ro d u ce i s c a l l e d u t i l i t a r i a n o r p r a c t i c a l a r t ; i f on b e a u ty , i t i s c a l l e d a e s t h e t i c o r f i n e a rt* B ut n e v e r a r e b e a u ty and u se e n t i r e l y d i s s o c i a t e d , f o r th e u tm o st d ev elo p m en t o f u s e f u l n e s s depends e n t i r e l y upon o r d e r ly c o n s tr u c tio n , and th e f i n e s t e x p r e s s io n o f b e a u ty iS n e c e s s a r i l y o r g a n ic . W rinkle h a s s a i d t h a t , * ’A rt i s r e p e a te d ly d e f in e d a s an e x p re s s io n o f 15 human em o tio n i n some form *” H ag g erty , ^ * c i t * , p* 6 * Leon L o y al W inslow , O rg a n iz a tio n sold T eacM ng o f A rt (B a ltim o re : W arwick & Y ork, Inc* , 192ST," p* 182* Wia. W rin k le , The New High S ch o o l i n th e Making (New Y ork; A m erican Boole Oo*, 1 9 3 8 ), p* Ï2 5 7 19 The v ie w p o in t to o o f te n h e ld b y te a c h e r s o f a r t and a d m in is tr a to r s a l i k e i s i n c o n t r a s t t o th e s e v ie w p o in ts and i s e x p re s s e d b y W rin k le when he s a y s : Work on can v as o r p a p e r w ith p a i n t , c h a rc o a l and c o lo r h a s become r e s p e c t a b l e ; work w ith o th e r m edia i s l e s s ”f i n e , “ and t h e r e f o r e l e s s w o rth y . Some boys can n o t b e d riv e n i n t o an a r t c l a s s b e c a u se o f f a l s e id e a s o f a r t w hich have b e e n a llo w e d to d e v e lo p ,- b u t w i l l u se th e same a r t p r i n c i p l e s in th e sh o p . T hese i l l u s t r a t i o n s w i l l s u f f i c e to em p h asise th e con f u s io n # i i c h e x i s t s as re g a r d in g a r t e d u c a tio n to d a y . T h at th e r e i s a n e e d f o r d o in g away w ith th e a r t i f i c i a l b a r r i e r s w h ich s e p a r a te th e a r t s i n th e se c o n d a ry s c h o o ls , i s a con c lu s io n T^iich can b e draw n. **The a r t s a r e , ” a s one w r i t e r h a s s a i d , ” an i n t e g r a l p a r t o f a c i v i l i z a t i o n . How can th e y 17 b e s tu d ie d a p a r t from th e l i f e t h a t p ro d u c e d th e m .” Z ie g f e ld h a s th e f o llo w in g t o s a y : ”G a liin g one c a t e g o ry f i n e a r t s and a n o th e r a p p lie d (o r i n d u s t r i a l o r u s e f u l a r t s ) h a s n o t s i m p l i f ie d th e p ro b lem o f e s t a b l i s h i n g a w ork- 18 a b le p h ilo s o p h y o f a r t e d u c a tio n .” To s e g re g a te a r t i n a g iv e n room and on a g iv e n d ay W rin k le , l o c . c i t . 17 A lic e S c h o e lk o p f, ”The A rts i n th e New G u rric u lu m ,” T e a c h e rs C o lle g e R eco rd . 3 7 :3 8 3 -3 8 7 , F e b ru a ry 1936 Edwin Z ie g f e ld , A rt F o r D a ily L iv in g ( The U n iv e r s ity o f M in n eso ta P r e s s , ï§ 4 4 )7 pV 9 9 . 20 i n th e l i f e o f th e s o h o o l, i s to d iv o rc e i t from r e a l i t y . The th o u g h t t h a t i t sh o u ld he a p a r t o f sc h o o l s u rro u n d in g s , m et w ith i n th e d a i l y ro u n d o f a c t i v i t y , and p a r t i c u l a r l y i n a l l th e c o u rs e s w h ich h av e t o do w ith th e s tu d y o f man and h i s p a t t e r n s o f th o u g h t i s one w hich e d u c a to r s and p a r t i c u l a r l y th o s e c o n n e c te d w ith a r t sh o u ld c o n s id e r* I I I * ART AND SOCIETY T h ere a re two q u ite d i f f e r e n t id e a s r e g a r d in g th e r e l a t i o n s h i p o f a r t and s o c i e t y . On th e one h an d th e r e a re th o s e w r i t e r s niftio b e l ie v e t h a t a l l a r t p r o d u c tio n , n o t o n ly t h a t o f g e n iu s , p ro c e e d s w ith l i t t l e o r no in f lu e n c e from s o c i e t y . On th e o th e r h an d i s t h a t v ie w p o in t t h a t th e a r t s a r e d e te rm in e d to a la r g e e x t e n t b y th e s o c i a l an d econom ic sy stem s i n w hich th e y d e v e lo p . T h is l a t t e r view i s h e ld by Dewey, F a u lk n e r, H ead, and o th e r s * T here h av e b ee n many a tte m p ts to show t h a t a r t p ro s p e rs i n one c o n d itio n o r a n o th e r o f s o c i e t y . I t h a s b een s a i d t h a t some s o r t o f e x c e l l e n t a r t p ro b a b ly p r o s p e r s u n d e r any s o c i a l c o n d itio n . The q u a n t i t y o f a r t p ro d u ced a s w e ll a s th e form w h ich th e a r t w ould ta k e h o w ev e r, w ould b e g r e a t l y in f lu e n c e d b y th e e x i s t i n g s o c i a l c o n d i tio n s . The co n cen su s among w r i t e r s on t h i s s u b je c t i s t h a t th e r e i s no r e l i a b l e c o r r e l a t i o n b etw een a r t v a lu e s and s o c i a l s t r u c t u r e s . The v e ry c o m p le x ity o f th e problem a s to 21 w hat c o n s t i t u t e s e x c e lle n c y In a r t I s a c o n t r ib u t in g f a c t o r . F a u lk n e r s a y s , ” I t i s n o t a sim p le m a tte r w liich ad m its o f a q u ic k s o l u t i o n . R a th e r th e r e i s a g r e a t v a r i e t y o f i n t e r d ep e n d en t i s s u e s , c o n d itio n s and f a c t o r s , a l l i n t r i c a t e l y 19 in te rw o v e n .” In a c c e p tin g th e view t h a t a r t i s a b a s ic com ponent i n t e g r a t i n g w ith o th e r im p u lse s to b u i l d s o c i e t y , th e e x p r e s s io n o f a u t h o r i t i e s who b e lie v e i n t h i s c o n c e p t w i l l b e p r e s e n te d . F a u lk n e r i n a d is c u s s io n o f th e r e l a t i o n s h i p o f a r t to s o c ie ty s a y s : The c o n t in u ity and p e r s i s t e n c e o f a r t e x p re s s io n s i n h i s t o r y and th e fu n d a m e n ta l s i m i l a r i t i e s o f a r t p ro d u c ts from w id e ly v a r y in g c u l t u r a l ep o ch s p o in t s tr o n g ly to th e th e o r y t h a t a r t i s one o f th e b a s ic ty p e s o f human a c t i v i t y , c l o s e l y r e l a t e d to o th e r b e h a v io r a l p a t t e r n s , b u t h a v in g s u f f i c i e n t l y u n iq u e and p o s i t i v e c h a r a c t e r i s t i c s to be re g a rd e d as one o f th e p rim a ry ty p e s o f b e h a v io r .^ ^ R ead who a ls o th in k s o f a r t as a b a s i c a c t i v i t y o f th e human b e in g h a s t h i s to s a y : B ut a r t . . . l i k e a l l o u r a c t i v i t i e s i s i n f l u en c ed by th e m a t e r ia l c o n d itio n s o f e x i s te n c e , b u t as a mode o f know ledge i t i s a t once i t s own r e a l i t y and i t s own e n d . I t i s o n ly when we h av e c l e a r l y re c o g n iz e d th e f u n c tio n o f a r t a s a mode o f know ledge p a r a l l e l to th e o th e r modes by w h ich man a r r i v e s a t an u n d e r s ta n d in g o f h i s en v iro n m e n t t h a t we can b e g in to Ray F a u lk n e r, R e la tio n s h ip o f A rt to S o c ie ty , p . 429, on I b i d ., p . 4 3 0 . 22 a p p r e c ia te i t s s ig n i f i c a n c e i n th e h i s t o r y o f m a n k in d .2 1 F a u lk n e r s a y s f u r t h e r in t h i s r e g a r d t h a t ; ” A rt i s n o t m e re ly a r e f l e c t i o n o f s o c i e t y ; i t i s one o f th e p rim a ry 22 d e te rm in in g com ponents t h a t make s o c i e t y w hat i t i s . ” IV . PLACE OF ART IN EDUCATION P erh ap s no b e t t e r p le a f o r th e p la c e and developm ent o f a r t i n e d u c a tio n i s one w hich h as b een e x p re s s e d by W rin k le , and i s a p r e s e n ta ti o n o f th e v a rio u s c o n c e p ts w hich h av e b een d is c u s s e d in th e p re c e d in g p a ra g ra p h s . I n t e r e s t i n th e b e a u t i f u l i s one o f th e m ost u n iv e r s a l o f a l l human concerns# T here i s n o t a n o rm al a d u lt p e rs o n in A m erica who i s n o t d a i l y fa c e d w ith a e s t h e t i c c h o ic e s and c h a lle n g e s , w ith th e n e c e s s i t y f o r m aking a e s t h e t i c ju d g m en t, and w ith o p p o r tu n iti e s f o r a e s t h e t i c p a r t i c i p a t i o n , even th o u g h he n e v e r e n t e r s a p i c t u r e g a l l e r y , a tte n d s a c o n c e r t, a dance r e c i t a l , o r a p la y . P eo p le s e l e c t and som etim es make t h e i r co stu m es. They d w e ll i n h o u se s w hich a lm o st alw ays p r e te n d to o th e r th a n p u r e ly u t i l i t a r i a n v a lu e s , and w hich th e y t r y to f u r n i s h w ith a t l e a s t some r e g a r d f o r a e s t h e t i c e f f e c t p ro d u c e d . M u ltitu d e s o f them sp en d a g o o d ly p o r tio n o f t h e i r l i v e s i n p u b lic o r p r i v a t e b u i l d i n g s , c o n c e rn e d and e x e c u te d on some s o r t o f a r c h i t e c t u r a l schem e. They move ab o u t th ro u g h r u r a l sc e n e s o r u rb a n v i s t a s e i t h e r on f o o t o r i n v e h i c le s d e s ig n e d i n p a r t to p le a s e th e e y e . . . . They r e a d f i c t i o n and a t te n d m o tio n p i c t u r e s whose a p p e a l i s e s s e n t i a l l y t h a t H e rb e rt R ead, A rt and S o c ie ty (New Y ork; The M a<aaillan C o ., 1 9 3 7 ), p . ‘T Î 2 . 22 F aulkn er, op. c i t . , p . 4 3 1 . 23 o f w orks o f a r t w h a te v e r l e v e l o f e x c e lle n c e . They e n jo y g a rd e n s and p a r k s . A e s th e tic c o n c e rn s con s t i t u t e an im p re s s iv e and im p o rta n t e le m e n t i n e v e ry n o rm al l i f e . S u re ly th e n , an e d u c a tio n w h ich se e k s to e q u ip p e o p le f o r l i v i n g o u g h t to ta k e c o g n iza n c e o f a l l t h i s . I t sh o u ld e q u ip them t o engage i n such a e s t h e t i c a c t i v i t i e s and c o n ta c ts w ith m ore aw are n e s s , w ith b e t t e r d is c r i m in a tio n , w ith f u l l e r en jo y m en t, w ith more a d e q u a te r e s o u r c e s , and to s e e k and f i n d more o f th e in n u m e ra b le a e s t h e t i c o p p o r tu n iti e s w hich p r e s s upon them l i t e r a l l y on e v e ry s i d e . T h is i s th e e s s e n t i a l jo b o f t h a t p a r t o f s c h o o l work d e v o te d t o th e a r t s . ^ ^ H ag g erty i n d is c u s s in g t h i s to p ic p a r t i c u l a r l y as i t p e r t a i n s to th e se c o n d a ry s c h o o l s a y s : ♦ ; . I n t h i s m a tte r o f a r t th e p u rp o se i s to p ro d u ce consum ers s e n s i t i v e t o th e a r t v a lu e s o f m odern l i f e , to p ro v id e a sound b a s i s i n know ledge and a p p r e c ia t iv e u n d e rs te n d in g f o r th e g ra d u a l b u t e f f e c t j j e im provem ent o f in d i v i d u a l and c o l l e c t i v e I t i s h i s v iew t h a t th e program o f a r t e d u c a tio n s h o u ld ra n k w ith t h a t o f E n g lis h o r s c ie n c e a s a n e c e s s a r y e le m e n t o f g e n e ra l e d u c a tio n . To f u r t h e r s t r e s s h i s b e l i e f i n th e trem en dous f o r c e w h ich a r t p la y s i n th e e v e ry -d a y l i f e o f a l l p e o p le , i s c e r t a i n l y a p o w e rfu l argum ent f o r n o t o n ly more em p h asis to b e p la c e d on a r t e d u c a tio n , b u t th e r e a l i z a t i o n t h a t th e r e i s a g r e a t n e e d f o r e n lig h te n m e n t o f e d u c a to r s and laym en a l ik e a s to th e v a lu e o f a r t . H ag g e rty g o es on to s a y : W hile th e s c h o o l sh o u ld n o t n e g l e c t c h ild r e n w ith s p e c ia l g i f t s , w hat i s n ee d e d f o r a community and by W rin k le , op. c i t . , p . 1 2 6 . H a g g e rty , 0 £ . c i t . , p . 3 5 . 24 a l l th e a d u lts who compose I t I s an e l e v a t io n o f t a s t e , th e d evelopm ent o f a s e n s i t i v e judgm ent t h a t c h o o s e s ^ h e a u tif u l th in g s to l i v e w ith i n t u i t i v e l y . W ith r e s p e c t to th e p la c e o f a r t i n e d u c a tio n F a u lk n e r e x p r e s s e s t h i s same v ie w p o in t a l i t t l e d i f f e r e n t l y ; L ik e an i n d iv i d u a l c i t i z e n i n a d e m o c ra tic g ro u p , a r t i s a com ponent i n th e t o t a l c u l t u r a l and ed u ca t i o n a l p a t t e r n . I t s f u l l e s t p o s s i b i l i t i e s , can o n ly b e r e a l i z e d when a r t i s p e r m itte d to d e v e lo p i t s u n iq u e c o n t r ib u t io n t o th e s c h o o l program by r e l a t in g i t to o th e r a c t i v i t i e s , a t th e same tim e a llo w in g i t freed o m s u f f i c i e n t to d e v e lo p i t s own q u a l itie s .^ ® V. SUmURY OP THE CHAPTER T h is c h a p te r i n th e m anner o f a s u rv e y a s to th e mean in g o f a r t , an u n d e rs ta n d in g a s to c e r t a i n c o n fu s io n s r e g a r d in g a r t e d u c a tio n , and th e r e l a t i o n s h i p o f a r t to s o c i e t y , h a s a tte m p te d to d e te rm in e th e p la c e o f a r t in e d u c a tio n * The m ore r e c e n t c o n c e p t i s t h a t a r t i s e x p e rie n c e , and i s a p a r t o f a l l no rm al l i f e a c t i v i t i e s . To s e p a r a te i t from n o rm al l i v i n g i s to r e n d e r i t u s e l e s s to a la r g e p r o p o r tio n o f th e p e o p le . The a r t i f i c i a l s e g r e g a tio n o f th e a r t s was fo u n d t o le a d t o added c o n fu s io n i n r e g a r d to w hat e d u c a to r s and laym en t h in k o f a r t i n r e l a t i o n to r e a l l i f e v a lu e s . T h ere i s a g r e a t n e e d f o r u n if y in g th e a r t s b y e l im in a tin g f a l s e id e a s and v a lu e s o f one ty p e o f a r t o r a n o th e r , t h i s p a r t i c u l a r l y I b i d . , p . 3 8 , 26 F au lk n er, op. c i t . , p . 4 3 2 . 25 w ith r e g a r d to th e id e a t h a t th e s o - c a l l e d ”f i n e a r t s ” a re so m eth in g s e p a r a te and a p a r t from any o th e r ty p e o f a r t . The r e a l i z a t i o n t h a t a r t o f some ty p e p r o s p e r s i n any ty p e o r c o n d itio n o f s o c i e t y , and t h a t a r t i s n o t a r e f l e c t i o n o f s o c i e t y , r a t h e r h e lp s p r im a r il y i n d e te rm in in g w hat s o c ie ty i s . W ith th e s e c o n c lu s io n s a d is c u s s io n a s to th e p la c e o f a r t i n e d u c a tio n b ro u g h t o u t v iew s w h ich p o in t c o n c lu s iv e ly t o th e f a c t t h a t a r t i s a m ost n e c e s s a r y p a r t o f th e se c o n d a ry s c h o o l p ro g ram , e q u a lly as im p o rta n t a s E n g lis h o r th e s c ie n c e s . E v ery norm al p e rs o n f i n d s i t n e c e s s a r y to make many d e c is io n s and c h o ic e s o f an a e s t h e t i c n a tu r e i n h i s e v e ry d a y l i f e a c t i v i t i e s . The a c c e p ta n c e o f t h i s f a c t t h a t th e r e i s n e e d f o r an im provem ent i n good t a s t e in e v e ry com m unity i s s t r e s s e d , and o n ly th ro u g h e d u c a tio n , and more s p e c i f i c a l l y th ro u g h a r t e d u c a tio n , can t h i s be accom p l i s h e d . CHAPTER I I I HISTORY OF THE CONCEPTS AN D AIMS OF ART EDUCATION The p re v io u s c h a p te r a tte m p te d to make c l e a r i n th e m ind o f th e r e a d e r c e r t a i n m is u n d e rs ta n d in g s w ith r e f e r e n c e to th e m eaning o f a r t* The r e l a t i o n s h i p and v a lu e o f a r t e d u c a tio n to s o c i e t y was d is c u s s e d , and f i n a l l y th e p la c e o f a r t i n e d u c a tio n was g iv e n . T h is c h a p te r w i l l p r e s e n t an o v erv iew o f th e c o n c e p ts and aim s o f a r t e d u c a tio n s in c e i t s in tr o d u c t io n in th e second- a ry s c h o o l sy stem s i n th e U n ite d S t a t e s , w ith th e th o u g h t t h a t i t may h e lp t o b e t t e r u n d e rs ta n d and d e te rm in e p r e s e n t- d a y t r e n d s . I . THE INFLUENCE OF THE ART ACADEMIES A rt e d u c a tio n f i r s t e n te r e d th e p u b lic s c h o o ls e a r l y in th e 1 9 th c e n tu r y . T ra in in g a t t h a t tim e was o f f e r e d alo n g th e l i n e s o f th e a r t a c a d e m ie s. Such t r a i n i n g was f o r th e g i f t e d s tu d e n t o n ly , and p r o f ic ie n c y i n d raw in g and copyw ork was th e b a s i s o f t r a i n i n g . L i t t l e o r no tim e o r c o n s id e r a tio n was g iv e n th e in d iv i d u a l t o d e v e lo p h i s im a g in a tio n . A rt was o f th e s tu d io v a r i e t y , d e v e lo p e d and grown a p a r t from l i f e , i n r e a l i t y was th e o u tg ro w th o f th e c u l t u r a l and s o c i a l p a t t e r n o f th e tim e s , i n t h a t i t lo o k e d f o r i t s p a t t e r n s and s a n c tio n s to h ig h e r a u t h o r i t y — to E u ro p e . . . . The academ ic t r a d i t i o n o f th e day w ith i n t e r e s t i n th e p r o d u c t, w ith s t r e s s on a u t h o r it a r ia n i s m , i m i t a t i o n , n a tu r a lis m , and 26 27 te c h n i c a l p r o f ic ie n c y , h ad a s tr o n g in f lu e n c e on a r t teach in g .* ^ T h is p h ilo s o p h y and p r a c t i c e s p re a d f o r a lo n g tim e th ro u g h th e s c h o o ls , and i n f a c t i s s t i l l in p r a c t i c e to d a y h e re and th e r e o v e r th e c o u n try . I I . IMPRESSIONISM A N D ITS INFLUENCE O N THE SCHOOLS The im p r e s s io n is t movement i n a r t d e v e lo p e d in th e l a t t e r p a r t o f th e 1 9 th c e n tu r y . T h is t r e n d was an o u tg ro w th o f th e s o c i a l and c u l t u r a l p a t t e r n o f th e tim e s , and was a c c e le r a te d by th e I n d u s t r i a l R e v o lu tio n . B ecause o f th e s c i e n t i f i c o r i g i n o f t h i s m ovem ent, i t p ro d u c e d a more o r l e s s " fo rm a l tr e n d ” i n a r t e d u c a tio n . D u rin g t h i s p e r io d g r e a t s t r e s s was g iv e n d e s ig n p r i n c i p l e s , c o l o r th e o r y , and p e r s p e c tiv e . T here w ere fo rm u la s f o r c o lo r and d e s ig n . S e t e x e r c is e s i n th e c la ssro o m w ere th e r u l e . V alue s c a l e s , c o lo r c h a r t s , and b o r d e r p a t t e r n s w ere g iv e n a s a m eans o f f i x in g p e rm a n e n tly th e s e d e s ig n p r i n c i p l e s i n th e m inds o f th e p u p i l . T here a r e many s c h o o ls who s t i l l p e r s i s t in t h i s ap p ro ach to a r t e d u c a tio n . I I I . THE SCHOOL OF EXPRESSIONISM AND CREATIVE SELF-EXPRESSION T h is movement h a d i t s so u rc e w ith a g ro u p o f a r t i s t s i n ^ Com m ission on S eco n d ary S ch o o l G u rric u lu m , The V is u a l A rts in G en e ra l E d u c a tio n (New Y ork; D. A p p leto n -G en tu ry 6ompany, ' Ï 9 4 6 ) , p p . S -4 . 28 F ra n c e I n th e e a r l y p a r t o f th e 2 0 th c e n tu r y , and h a d an a r d e n t f o llo w e r I n t h i s c o u n try i n th e p e rs o n o f John M arin . At th e same tim e , i n th e U n ite d S t a t e s , th e d o c tr in e o f ru g g e d in d iv id u a lis m was b e in g p r a c t i c e d . In t h i s p r a c t i c e th e in d iv i d u a l was p aram o u n t. I t was some tw en ty y e a rs b e f o r e some o f th e more p r o g r e s s iv e s c h o o ls i n t h i s c o u n try saw in t h i s movement a new c o n c e p t f o r a r t te a c h in g . Thus was b o rn th e th e o ry o f s e l f - e x p r e s s i o n . I n t h i s th e c h i l d i s f r e e to e x p re s s w h a te v e r h e f e e l s and w is h e s . T h at t h i s v ie w p o in t was a s te p i n th e r i g h t d i r e c t i o n i s e x p re s s e d by one a u th o r i t y a s f o llo w s ; The d o c tr in e o f s e l f - e x p r e s s io n h ad one o u ts ta n d in g and im p o rta n t v a lu e . I t re c o g n iz e d th e c h i l d as an i n d iv i d u a l and fo c u s e d i n t e r e s t upon h im , w h ile th e academ ic and fo rm a l v ie w p o in ts e i t h e r d e n ie d th e c h i l d o r r e g r e t t e d h i s im m a tu rity .^ In com m enting f u r t h e r r e g a r d in g t h i s c r e a t i v e s e l f - e x p r e s s io n c o n c e p t a n o th e r a u th o r s a y s : No e d u c a tio n a l d is c o v e r y o f o u r g e n e ra tio n h a s h a d s u c h f a r - r e a c h i n g im p l i c a t i o n s . I t h a s a two f o l d s i g n i f i c a n c e ; f i r s t , t h a t e v e ry c h i ld i s b o m w ith th e pow er to c r e a t e ; se c o n d , t h a t th e t a s k o f th e s c h o o ls i s to s u rro u n d th e c h i l d w ith an 3 e n v iro n m e n t t h a t w i l l draw o u t th e c r e a t i v e pow er. Here we f i n d f o r th e f i r s t tim e i n th e h i s t o r y o f a r t e d u c a tio n a th e o r y w h ich g iv e s th e in d iv i d u a l c h i l d f i r s t ^ I b i d . . p . 7 . ^ H a ro ld Rugg, Ann Shum aker, T ie C h ild C e n te re d S ch o o l (New Y ork; The W orld Book Company, Ï9SsTi" p . É2'ë. 29 c o n s id e r a ti o n , r a t h e r th a n s u b je c t m a tte r . T h is new ed u ca t i o n h as b een d e s c r ib e d a s a "d raw in g o u t” r a t h e r th a n a " p o u rin g i n ” p r o c e s s . I t i s t h i s c o n c e p t o f e d u c a tio n w hich i s th e b a s i s f o r p r e s e n t o b je c tiv e s i n a r t e d u c a tio n . IV . THE INFLUENCE OF DEVELOPMENTS IN PSYCHOLOGY In a d d i tio n to t h i s new er c o n c e p t i n e d u c a tio n , d e v e lo p m ents i n p sy c h o lo g y have h a d c o n s id e r a b le in f lu e n c e upon new th in k in g i n e d u c a tio n . A r e p o r t o f th e C om m ittee on th e Func t i o n o f A rt i n G en e ral E d u c a tio n f o r th e Com m ission on S eco n d ary S ch o o l C u rric u lu m , h a s th e fo llo w in g to s a y : P sy ch o lo g y . . . h a s come in c r e a s in g l y t o se e t h a t th e i n d iv i d u a l i s th e c r e a tu r e o f h i s e n v iro n m e n t, t h a t i n d iv i d u a l a b i l i t i e s and c h a r a c t e r i s t i c s a re n o t d e te rm in e d f o r good and a l l a t c o n c e p tio n , b u t r a t h e r a r e b e in g d e v e lo p e d c o n t in u a l ly th ro u g h th e e x p e r i e n c e s o f th e i n d iv i d u a l in d e a lin g w ith h i s e n v iro n m en t. T hrough th e s e e x p e rie n c e s he b u i l d s new mean in g s and i n s i g h t s an d s k i l l s w hich advance him t o a h ig h e r l e v e l and p e rm it w id e r s e n s i t i v i t y t o w hat h a p p e n s ab o u t h im . Thus he d e v e lo p s c a p a c ity f o r new and m ore com plex e x p e rie n c e and so f o r g r e a t e r c o n t r o l o v e r h i s e n v iro n m e n t.^ E d u c a tio n now ta k e s on g r e a t e r s i g n i f i c a n c e ; i t becom es th e p r o c e s s by w h ich th e in d iv i d u a l b u ild s in h im s e lf a b i l i t i e s and q u a l i t i e s w h ich w ere n o t in e x is te n c e b e f o r e . I f s u c c e s s f u l , su ch e d u c a tio n s h o u ld p re p a re th e in d iv i d u a l to become in c r e a s i n g l y more c a p a b le o f s o lv in g p ro b lem s as th e y p r e s e n t th e m se lv e s i n e v e ry d a y l i f e . T hese p ro b lem s a re f a r - r e a c h i n g . ^ Commission on Secondary S ch ool G urriculum , op. c i t . , p . 9 . 30 and in c lu d e a m a s te ry o f th e a r t o f l i v i n g i t s e l f i n a m achine c i v i l i z a t i o n . A cco rd in g t o th e Com m ission on S eco n d ary S ch o o l C u rric u lu m : In th e n ew er v iew , le a r n in g i s c r e a t i v e e x p lo ra t i o n and d is c o v e ry o f w hat w i l l c o n t r ib u te to l i f e i n th e s i t u a t i o n a t h a n d , e i t h e r in p r a c t i c a l u t i l i t a r i a n f a s h io n , o r by way o f f u r t h e r i n g e n jo y m ent.® V. PRESENT AIMS PGR ART EDUCATION What aim s can a r t e d u c a tio n s e t f o r t h w hich w i l l f u l f i l l th e re q u ire m e n ts f o r p a r t i c i p a t i o n in a program o f ed u ca t i o n w h ich i s so b ro a d and a l l in c lu s iv e ? T h is i s th e c h a lle n g e w h ich g e n e r a l e d u c a tio n p r e s e n ts to a r t e d u c a to r s . F o llo w in g i s a co m p o site l i s t o f c u r r e n t aim s f o r a r t ed u ca t i o n , r e p r e s e n tin g th o s e o f s e v e r a l a u t h o r i t i e s i n th e f i e l d , in c lu d in g , L . L . W inslow , K en n eth F . P e r r y , W rin k le , F lo re n c e W. N ic h o la s , N e ll ie C. Mawhood and M abel B. T r i l l i n g . (1 ) To p ro v id e f o r p e r s o n a l e n ric h m e n t. (2 ) The d ev elo p m en t o f a p p r e c ia tio n f o r th e b e a u t i f u l . (3 ) The pow er t o p ro d u ce b e a u t i f u l t h i n g s . (4 ) To p ro v id e o p p o r tu n ity f o r c r e a t i v e e x p r e s s io n . (5 ) The te a c h in g o f r e l a t e d in f o rm a tio n — consum er know ledge . ( 6 ) To f u r n i s h v o c a tio n a l and e d u c a tio n a l g u id a n c e i n a r t . (7 ) To d is c o v e r p u p i l s who a re t a l e n t e d i n a r t , and to p ro v id e s p e c ia l t r a i n i n g f o r them . ( 8 ) The d evelopm ent o f a b i l i t i e s and s k i l l s w hich a s s i s t i n i n t e l l i g e n t p la n n in g w hich in c lu d e s know ledge o f d e s ig n p r i n c i p l e s , a b i l i t y i n ® Com m ission on S eco n d ary S ch o o l C u rric u lu m , l o c . c i t . 31 d ra w in g , etC é (9 ) The d ev elo p m en t o f d e s i r a b l e work h a b i t s and a t t i t u d e s . (1 0 ) The o p p o r tu n ity f o r e x p lo r a to r y e x p e rie n c e s . (11) The d evelopm ent o f a b i l i t i e s and i n t e r e s t s f o r . l e i s u r e tim e . V I. ART EDUCATION AIMS VS. GENERAL EDUCATION The k e y to a s i m p l i f i c a t i o n o f th e s e aim s, i t seem s, l i e s i n a c lo s e a d h e re n c e to th e aim s o f g e n e ra l e d u c a tio n . As one a u th o r h a s s a i d : I n th e p a s t o u r o b je c ti v e s h av e swung b a c k and f o r t h from one ex trem e t o a n o th e r l i k e th e pendulum o f a clo ck * . . . At th e p r e s e n t tim e th e r e i s e v id e n c e t h a t we a r e a p p ro a c h in g a s t a b i l i z a t i o n , and t h a t o u r a r t e d u c a tio n o b j e c t i v e s a re i n c lo s e harm ony w ith th o s e o f g e n e r a l e d u c a tio n .® In f u r t h e r i n g t h i s same v ie w p o in t a n o th e r w r i t e r s t a t e s : R ecen t e d u c a tio n a l d ev elo p m en ts fo c u s s p e c ia l a t t e n t i o n upon a r t e d u c a tio n a s h a v in g v i t a l r e l a t i o n s h ip s to th e s o c i a l , v o c a tio n a l, and l e i s u r e tim e o b je c ti v e s i n t o iNhich th e f i e l d o f m odern e d u c a tio n h a s b een d i v i d e d . ' A cco rd in g to th e com m ittee on th e f u n c tio n o f a r t i n g e n e ra l e d u c a tio n , th e c h i e f aim o f g e n e r a l e d u c a tio n i s to c o n t r ib u t e to th e g ro w th o f p e rs o n s and to th e e n ric h m e n t o f 8 t h e i r l i v i n g . ® F lo re n c e W. N ic h o la s , N e llie C. Mawhood, M abel B. T r i l l i n g , A rt E d u c a tio n i n th e Modern S ch o o l (New Y ork: The M acm illan Company, 1 9 3 7 ), p . 1 0 . 7 Vim. G. W h itfo rd , I n tr o d u c tio n to ^ t E d u c a tio n (New Y ork: D. A p p leto n & G o ., 1 ^ 3 9 ), p . 497*** ® Commission on Secondary S ch ool C urriculum , op. c i t . , P. 1 1 . 32 T h is same com m ittee i n t h e i r r e p o r t l i s t th r e e fu n d a m e n ta l c o n c e p ts r e g a r d in g a r t e d u c a tio n a s i t r e g a r d s th e l i f e o f an in d iv i d u a l in o u r e v e r-c h a n g in g s o c ie ty * They s a y : (1 ) The m ost im p o rta n t c o n c e rn o f a r t e d u c a tio n i s th e g ro w th o f p e r s o n a l i t y . (2 ) T hat a r t e x p e rie n c e s a re th e r i g h t o f e v e ry p erso n * (3 ) T h at a r t s h o u ld become an in h e r e n t elem e n t i n th e t o t a l l i v i n g dram a.^ The f i r s t h a s t o do w ith th e c u l t i v a t i o n o f p e rs o n s who a r e w id e ly s e n s i t i v e to a l l a s p e c ts o f l i v i n g , p e rs o n s who w i l l make i t t h e i r jo b to b r in g b e a u ty and a b e t t e r en v iro n m en t i n t o e v e ry s i t u a t i o n i n l i f e , and above a l l an aw aren ess to th e demands o f su ch a s o c i a l ta s k and th e ad eq u acy to p erfo rm i t . S eco n d ly , i f a r t h a s v a lu e s f o r a l l , th e n i n a dem ocracy a l l s h o u ld have th e o p p o r tu n ity to p a r t i c i p a t e and t o e n jo y . As to th e t h i r d c o n c e p t, a r t m u st e n t e r i n t o e v e ry a s p e c t o f l i v i n g , udiere a k e e n e r s e n s i t i v i t y can be d e v e lo p e d i n th e in d iv i d u a l f o r r i c h e r l i v i n g , w h erev e r i t ca n f u r t h e r g row th o f p e r s o n a l i t y . The d ev elo p m en t o f th e w hole c h i l d m ust alw ays b e th e p rim a ry i n t e r e s t o f th e te a c h e r . V I. SU M M A R Y OP THE CHAPTER T h is c h a p te r h a s a n a ly z e d th e gro w th o f c o n c e p ts f o r a r t te a c h in g i n th e p u b lic s c h o o ls o f th e U n ite d S t a t e s f o r th e 9 Com mission on S eco n d ary S ch o o l C u rric u lu m , l o c . c i t . 35 p a s t c e n tu ry and a h a l f . F o r a lo n g p e r io d o f tim e th e s c h o o l lo o k e d to o th e r s o u rc e s f o r th e p h ilo s o p h y and p r a c t i c e s o f te a c h in g th e s u b j e c t . Only i n r e c e n t y e a r s have th e s c h o o ls fo u n d w ith in t h e i r own p h ilo s o p h y a new w ay, and a new l i f e f o r a r t i n th e s c h o o ls . F o r a lo n g p e r io d , t r a i n i n g was o f th e copybook n a t u r e , and p r o f ic ie n c y was th e k e y n o te . The g i f t e d s tu d e n t e x c e ll e d h e r e , and o th e r s w ere d is c o u ra g e d , o r d id n o t even a tte m p t. The s c h o o l o f im p re s sio n ism an d i t s fo rm a lism c o n tr ib u te d l i t t l e . D u rin g t h i s p e r io d d e s ig n p r i n c i p l e s and c o lo r w ere s t r e s s e d a lo n g w ith p r o f ic ie n c y and a b i l i t y . Not u n t i l th e s c h o o ls saw th e work o f th e e x p r e s s i o n i s t s , d id a new c o n c e p t f o r a r t e v o lv e . Here th e in d i v i d u a l and h i s d evelopm ent becam e p aram o u n t. C r e a tiv e s e l f - e g r e s s i o n became th e new w ord i n a r t te a c h in g . T h is new i d e a was c o n s id e r e d th e g r e a t e s t s in g le dev elo p m en t i n th e h i s t o r y o f a r t e d u c a tio n and g e n e r a l e d u c a tio n a l i k e . E d u c a tio n now becom es a p roblem o f p r e p a r in g th e i n d i v i d u a l f o r th e m a s te ry o f th e a r t o f l i v i n g , i n m aking him more c a p a b le o f s o lv in g th e many p ro b lem s w ith w hich h e i s con f r o n te d i n h i s e v e ry d a y l i f e i n t h i s e v e r-c h a n g in g s o c i e t y . F i n a l l y , a r t e d u c a tio n i n th e s e c o n d a ry s c h o o l, in c lo s e k eep in g w ith th e aim s o f g e n e ra l e d u c a tio n , m ust have a s i t s aim th e f u r th e r a n c e o f th e g ro w th o f in d i v i d u a l s i n r i c h en jo y m en t and e f f e c t i v e n e s s . I t m ust en c o u ra g e them to c r e a t e a s o c i e t y w here su ch l i v i n g i s p o s s i b le f o r a l l . CHAPTER IV CONTENT AND TEACHING M ETHODS FOR CURRENT OBJECTIVES OF ART The p re c e d in g c h a p te r s e t f o r t h th e aim s and o b je c ti v e s f o r a m odem program o f a r t e d u c a tio n # T h is c h a p te r w i l l a tte m p t t o d e te rm in e th e c o n te n t o f c o u rs e s n e c e s s a r y to accom p l i s h th e s e a im s, and w i l l p r e s e n t as w e ll th e m ethods f o r c a r r y in g on th e work* T h is in fo rm a tio n i s n e c e s s a r y as a p r e lim in a r y to th e a c t u a l p la n n in g o f th e p h y s ic a l re q u ire m e n ts f o r te a c h in g an a r t program in a h ig h s c h o o l. I . GENERAL DISCUSSION OP CONTENT J u s t w hat s h o u ld a r t d o , o r b e , to become an in h e r e n t e le m e n t i n th e t o t a l l i v i n g drama? I t seem s t h i s i s a q u e s tio n we m ust b o th ask and answ er s a t i s f a c t o r i l y i n o r d e r to d is c o v e r th e k in d o f e d u c a tio n th e s c h o o ls sh o u ld o f f e r i n t h i s f i e l d . W e m ust se e k f i r s t a p o in t o f view b y w hich we may i d e n t i f y th o s e a c t i v i t i e s to w hich th e te rm a r t i s b r o a d ly a p p l ic a b le . The a t t i t u d e s and b e l i e f s o f re c o g n iz e d a u t h o r i t i e s i n th e a r t f i e l d w i l l s e rv e u s w e ll h e r e . The r e p o r t by th e C om m ittee on th e V is u a l A rts i n G en e ral E d u c a tio n i n d i c a t e s t h a t i n o r d e r to s e t f o r t h w ith any e x a c t n e s s w hat t o te a c h w ould be c o n tr a r y to th e e x i s t i n g p h ilo s o p h y i n w hich s u b je c t m a tte r an d p ro c e d u re s i n any c a s e s h o u ld grow o u t o f th e n e e d s o f th e p a r t i c u l a r s tu d e n ts and th e p a r t i c u l a r 34 35 s i t u a t i o n w ith w hich th e y a re d e a lin g . The b e l i e f h e r e i s t h a t th e r e a l p u rp o se o f th e te a c h in g e x p e rie n c e i s t o h e lp 1 s tu d e n ts to grow a s p e r s o n s . The te n d e n c y seem s to be away from th e u s u a l ty p e o f a r t c o u rs e a s o f f e r e d i n th e m o st o f o u r se c o n d a ry s c h o o ls to d a y . As a u t h o r i t y f o r t h i s s ta te m e n t, th e fo llo w in g i s o f f e r e d : T here seem s to be n o v a l i d re a s o n f o r th e p r e s e n t te n d e n c y i n se c o n d a ry e d u c a tio n to c o v e r w ide f i e l d s o f th e a r t t r a d i t i o n , e s p e c i a l l y s in c e th e r e s u l t s a r e u s u a l l y s u p e r f i c i a l o r even n e g a tiv e in te rm s o f th e d ev elo p m en t o f th e a d o le s c e n t.^ The s ta te m e n ts o f Z ie g f e ld a r e somewhat more c o n c re te and b e a r c o n s id e r a b le w e ig h t b e c a u s e o f th e e x p e rie n c e o f th e w r i t e r , a s one o f th e d i r e c t o r s o f th e Owatonna A rt P r o j e c t , and g iv e s in g e n e ra l te rm s some id e a a s t o th e ty p e o f work w h ich s h o u ld b e ta u g h t: The a r t program s h o u ld be o rg a n iz e d in te rm s o f a r e a s o f l i f e . • • • The a r t p ro b lem s t h a t c h ild r e n f a c e and a tte m p t to s o lv e s h o u ld a r i s e o u t o f l i f e i t s e l f . They n e v e r s h o u ld b e m ere c la ssro o m e x e r c i s e s . I n l i f e a com m unity a r t problem i s f i r s t o f a l l a com m unity p ro b lem , and o n ly s e c o n d a r ily a q u e s tio n o f l i n e , form and c o l o r . The same i s tr u e o f p ro b lem s i n th e home, in b u s in e s s , and i n i n d u s t r y . The s c h o o l i s l i f e , n o t an i m i t a t i o n o f i t o r a p r é p a r â tionH T or i t . The a r t program s h o u ld p ro v id e Com m ission on S eco n d ary S ch o o l C u rric u lu m , The V is u a l A rts i n G en eral E d u c a tio n (New Y ork: D. A p p le to n -C e n tu ry Company, Ï9 4 0 ),' p . 5 4 3 . ® I b i d .. p . 7 3 . 36 r i c h and v i t a l e ^ e r i e n c o s , n o t sim p ly e x e r c is e s i n th e u s e o f a r t m a te r ia ls # D'Amico o u t l i n e s an i n t e r e s t i n g ap p ro ac h in th e l i g h t o f th e new p h ilo s o p h y when he d is c u s s e s th e work a s g iv e n a t th e F ie ld s to n S c h o o l: T h ere i s no s e t c u rric u lu m f o r th e e n t i r e g ro u p , no p r e s c r i p t i o n a s to w hat s h a l l be done from day to d a y , no s e t p ro b lem s o r p r o j e c t s . . . . The program e v o lv e s w ith th e grow ing c o n c e p ts and c a p a c i t i e s o f e a c h in d iv id u a l# I t may be s a i d t h a t th e r e a r e as many c u r r i c u l a a s th e r e a r e s t u d e n ts i n th e s c h o o l. . . . I t i s th e t e a c h e r 's r e s p o n s i b i l i t y to s e e t h a t th e c h o ic e i s one t h a t p ro v id e s an a d e q u a te le a r n in g e x p e r ie n c e , and t h a t e a c h e x p e rie n c e le a d s to w ard g r e a t e r m eaning and growth#^ T h is m ethod o f p ro c e d u re p ro v id e s a way o f te a c h in g , i n w hich th e s tu d e n t becom es th e m o tiv a tin g f o r c e o f h i s own edu c a t i o n , and th e te a c h e r , a t th e same tim e , f i n d s o p p o r tu n ity f o r d e e p e r and m ore e x te n s iv e te a c h in g # The in d iv i d u a l s t u d e n t can p ro c e e d a s f a r a s h i s a b i l i t i e s w i l l p erm it# The v ie w p o in t w hich W Tinkle e x p r e s s e s i s i n k e e p in g w ith th e id e a s o f o th e r s c o n c e rn in g th e c o n te n t o f a r t co u rse s# He s a y s : The p r a c t i c e o f d e te rm in in g w hat s h o u ld b e ta u g h t sh o u ld be c a s t a s id e f o r a p la n to a c c e p t th e in d iv i d u a l and to a s s i s t him i n th e d ev elo p m en t o f h i s own p a r t i c u l a r p ro b le m s , w hich a re o f m ost co n c e rn t o him . T h is m eans th e ab an d o n in g o f s e t c o u rs e s o f s tu d y ^ Edwin Z ie g f e ld and Mary E lin o r e S m ith , A rt f o r D a ily L iv in g (M in n e a p o lis : The U n iv e r s ity o f M in n eso ta f r e s s , 153377 P* 9 7 . 4 N a tio n a l S o c ie ty f o r S tu d y o f E d u c a tio n , F o r t i e t h Y earbook, A rt i n A m erican L if e and E d u c a tio n , p . 6 4 3 . 37 nÉilch assum es th e n e e d s o f a l l i n d iv i d u a ls to be th e sam e. . . . O p p o rtu n ity s h o u ld be p ro v id e d f o r work i n a l l m ed ia, and th e f a c t s h o u ld be re c o g n iz e d t h a t w h ile an in d iv i d u a l may b e a c r e a t i v e a r t i s t i n a low d e g re e , he may d e v e lo p i n t o a h ig h ly s k i l l e d - a r t i s a n i f h e r e c e iv e s th e p ro p e r en c o u r agemen t . W h itfo rd sounds a n o te o f w arn in g a s to th e ty p e o f a r t w ork w h ich s h a l l b e o f f e r e d i n o u r s c h o o ls when he a d v is e s th e s e t t i n g up o f a “happy medium" as he c a l l s i t . In o u r new ly a c q u ire d e d u c a tio n a l o b j e c ti v e , " th e im p a rtin g o f p r a c t i c a l and u s a b le a r t know ledge to th e g r e a t m ass o f p u p ils who a re n o t t o become s p e c i a l i s t s i n a r t , " we m ust s e t up a "happy medium" o f a r t work and s t r i v e to so b a la n c e o u r c o u rs e s i n a r t t h a t th e y w i l l n o t becom e, on th e one e x tre m e , p u r e ly m e n ta l o r v i s u a l c o u rs e s i n a r t a p p r e c ia t io n , o r on th e o t h e r , p u r e ly p r a c t i c a l c o u rs e s i n c o n s tx n ic tio n o r e x p r e s s io n v& thput a p p r e c ia t io n o f th e s ig n i f i c a n c e o f a r t i n l i f e .® M r. W h itfo rd h a s o rg a n iz e d h i s th in k in g on t h i s m a tte r i n th e form o f a c h a r t Tshich w i l l be p r e s e n te d h e re and i s shown i n F ig u re I on th e f o llo w in g p a g e . A n o th er a p p ro a c h and one w hich a ls o p o in ts to a new ty p e o f a r t te a c h in g i n o u r s c h o o ls i s t h a t g iv e n b y M u r s e ll: When an a r t te a c h e r c o n s id e r s f i r s t and fo re m o st th e r e a l a e s t h e t i c n e e d s o f co n tem p o rary s o c i a l l i f e — he w i l l a sk h im s e lf two v e ry d i f f e r e n t q u e s tio n s . F i r s t , How can I — o u t o f my r i c h r e s o u r c e s o f my own a r t o rg a n iz e f o r my p u p ils th e seq u en ce o f e x p e rie n c e s w h ich w i l l m ost s u r e l y e q u ip them f o r th e a e s t h e t i c o p p o r tu n iti e s w ith w hich th e y w i l l c e r t a i n l y have to do i n l i f e ? B ut h e w i l l r e a d i l y s e e t h a t no s i n g l e a r t ® W in. Ii. W rin k le , The New H igh S ch o o l i n th e M aking (New Y ork: A m erican Book Company, K s ô ) , p . T^8 . ^ G. W h itfo rd , An I n tr o d u c tio n to A rt E d u c a tio n (New Y o rk : D. A p p leto n & 5 o . , 1959}, p . 2*57 38 LÜ <o 2 c 3 -< Z U-t > Z ey o O A k - u . c a «% U-t tu > • C x . _ J —) U-l oO _1 c 3 O c£ «:£ J — c_7 -sJ -Ct U J U_ 1 £=*f v/0 Ci. X u _ i C = 3 ' U-] Oi o k - uJ o c C C 3 ■< ■ = c t- v O u J e s £ s J 3 ■ * £ e s £ vO u J t b —1 h - z = 3 3> o Z I — Z e_a U-t z — c y I I 1 c y u J > o — k— 1 — X o c a u J z 3 3 d c=> O Z C S C <C CL- > - a: C f lU I —• VO c _ a V O Z 3 u - l O o - C f' X CL. u a — c y v-> a J Z o ca. VO w a : C J J C = 7 — ‘ O - eC — O — > - l o =r >- o. = c < J 3 za zr — - p ? — < c > - = ) o _ vyO —3 O Z Z ^ ^ 5 _ J - f — I > - wc 2 Z3 < c=c , _ k - ^ t a — u J -=x: UJ C£ c c 1 — 2 —1 O = ^ - k - u j Cl . «-0 1 — — C 3 ^ Z =c O U-l vO z cr O -i c x ^ ‘ = ^ _ J _ J ^ - f i = c z o > - tx -) u - l <_3 O Z 3 39 can p o s s ib ly be ad e q u ate » So he w i l l a sk f u r t h e r — How can I c o l la b o r a te w ith my c o lle a g u e s i n o th e r f i e l d s to p ro v id e a p ro p e r and s e r v ic e a b le b a la n c e i n th e seq u en ce o f e ^ e r i e n c e s to be o r g a n iz e d - - to g iv e th e m ost s e r v ic e a b le h e lp i n th e l im i t e d tim e a v a ila b le ? T hese q u e s tio n s le a d s t r a i g h t to a program w hich d i f f e r s s h a r p ly and fu n d a m e n ta lly from o u r p r e s e n t o r g a n iz a tio n , a program o f c o o p e ra tiv e th o u g h t and p la n n in g , w hich w i l l b r in g t o b e a r th e r e s o u r c e s o f a l l th e a r t s upon th e p r a c t i c a l n ee d o f th e p u p i l . ' I I . ACTIVITIES TO BE OFFERED B ased on th e p re c e d in g d is c u s s io n a s to w hat s h o u ld be o f f e r e d , th e ta s k o f d e te rm in in g th o s e a c t i v i t i e s w h ich s tu d e n ts m ig h t c h o o se , becom es n e c e s s a ry # T here a re many l i s t s a v a i l a b l e I n b o o k s, m a g a z in e s, and c o u rs e s o f s tu d y , b u t th e y a r e o f l i t t l e v a lu e h e r e . In th e new way o f a r t te a c h in g , w h ich w i l l a llo w th e s tu d e n t to do w ork o f h i s own c h o ic e as f a r a s h i s c a p a b i l i t i e s w i l l p e r m it, i t becom es n e c e s s a r y to a n t i c i p a t e p o s s ib le re q u ire m e n ts o f b o th th e in d i v i d u a l and g ro u p s . T h ere h a s b een one s tu d y w hich g iv e s a c t u a l f i g u r e s a s to th e fre q u e n c y o f c h o ic e s o f v a rio u s ty p e s o f w ork. T h is s tu d y was c a r r i e d on o v e r a p e r io d o f th r e e y e a rs a t C o lo rad o S ta te C o lle g e , and r e p o r te d by K en n eth F r e d e r ic k P e r ry i n h i s volum e, A D i v e r s if i e d A rt P rogram . The l i s t was f i r s t d e v e lo p ed i n a n t i c i p a t i o n o f th e n e e d s , by a s tu d y o f w r i t te n m a te r ia l ^ J a s . L . M u r s e ll, * ’The E d u c a tio n a l I n t e g r a t i o n o f th e A r t s , ” T e a c h e rs C o lle g e R e co rd . 3 9 s123, Novem ber, 1937. 40 m e n tio n e d ab o v e, ae w e ll a s d is c u s s in g th e p ro b lem w ith t e a c h e r s , a d m i n i s t r a to r s , hobby g ro u p s , e t c e t e r a . The l i s t i s shown i n T ab le I on th e f o llo w in g p a g e . I l l , IMPLICATIONS WHICH THIS LIST HOLDS FOR ART TEACHING A g la n c e a t t h i s l i s t i n d i c a t e s two t h i n g s , b o th o f w h ich a r e in k e e p in g w ith th e g e n e r a l t r e n d r e g a r d in g a r t e d u c a tio n , and c o in c id e w ith th e f in d in g s o f t h i s s tu d y . 1 . T h ere m ust be l e s s d i s t i n c t i o n b etw een th e f i n e and I n d u s t r i a l a r t s , even to a co m p lete e l im in a tio n o f a l l s e p a r a tio n , as t h i s s tu d y w ould s u g g e s t. 2 . The work a r e a m ust b e f l e x i b l e t o a maximum d e g re e t o a llo w f o r th e v a r io u s a c t i v i t i e s to b e c a r r i e d on s im u lta n e o u s ly . T h at t h i s w i l l ta k e c a r e f u l p la n n in g i s w ith o u t q u e s tio n , and o n ly by a co m p lete u n d e rs ta n d in g o f th e e d u c a tio n a l p ro b lem s in v o lv e d i n te a c h in g a program o f t h i s n a t u r e , as w e ll a s a "know how” a s to sp a c e p la n n in g , and a know ledge o f m a t e r i a l s , and t h e i r l i m i t a t i o n s , can th e i d e a l w orkshop b e d e v e lo p e d . The seco n d e x p e rim e n t, and w h ich i s p e rh a p s th e m ost s i g n i f i c a n t i n th e h i s t o r y o f a r t , i s t h a t c a r r i e d on a t Ow atonna, M in n e so ta . The s tu d y c o n tin u e d o v e r a p e r io d o f f i v e y e a r s in an a tte m p t to f i n d new m a t e r ia l s and m ethods f o r a r t i n s t r u c t i o n . W hile th e ap p ro a c h i s d i f f e r e n t th a n th e s tu d y a t C o lo ra d o S ta te C o lle g e , th e im p lic a tio n s i t h o ld s f o r a r t ed u c a t i o n i n g e n e r a l h av e some s t r i k i n g s i m i l a r i t i e s . In th e f i r s t 41 TABLE„.I LIST A K D PRB^UENCY OP ACTIVITIES BY STUDENT CHOICE IN A STUDY CARRIED O N AT COLORADO STATE COLLEGE OP EDUCATION OVER A PERIOD OP THREE YEARS A c ti v i t y F req u en cy A c ti v ity F req u en cy B ench woodwork 637 Beadwork 16 L ea th erw o rk 187 C a rto o n in g IS Loom w eaving 132 P l a s t i c s 13 A rt m e ta l 120 W h ittlin g 12 Wood tu r n in g 111 M etal c a s tin g 12 C eram ics 81 U p h o ls te ry 11 L inoleum b lo c k 58 R a f f ia 11 L a p id a ry 44 Book c r a f t s 10 C h a rc o a l d raw in g 42 Ik^ess d e s ig n 9 M ech an ical draw in g 42 A la b a s te r 9 P y ro g rap h y 36 P u p p e try 8 O rnam ental ir o n 35 T in -c a n w ork 8 M achine woodwork 30 C e l l u l o i d " e tc h in g " 7 B ench m e ta l 29 T ie -d y in g 5 O il p a i n t in g 27 M etal s p in n in g 5 Wood c a rv in g 27 B a tik 4 R e f in is h in g and r e p a i r 26 A r c h it e c t u r a l d raw in g 4 B o o k b in d in g 25 D esig n 3 M etal tu r n in g 24 S c u lp tu re 0 S k e tc h in g 24 C o lo r th e o ry 0 B lu e p r in tin g 22 E tc h in g 0 B a s k e try 21 Wood b lo c k 0 W ater c o lo r 21 Keen cem ent 0 S h e e t m e ta l 20 M achine d raw in g 0 L e t t e r i n g 20 C h a ir c a n in g 0 P o s te r and show card 18 42 p la c e s tu d e n t c h o ic e o f s u b je c t m a tte r was an im p o rta n t c o n s id e r a t i o n . I n t h i s r e s p e c t b o th s t u d i e s w ere s i m i l a r . The v a lu e o f th e s tu d y a s i t c o n c e rn s t h i s c h a p te r h a s to do w ith th e s e l e c t i o n o f th e ty p e o f a c t i v i t i e s w h ich w i l l b e o f f e r e d . The them e o f th e e x p e rim e n t, " A rt— a Way o f L i f e , " i n a way p re s a g e s th e ty p e o f a c t i v i t i e s w h ich w ere o f f e r e d . Dean H ag g e rty *s b e l i e f t h a t e v e ry e x p e rie n c e m ust be a p r a c t i c a l one i s p ro b a b ly an ex tre m e o n e, and d o e s n o t p r e s c r ib e t o th e "m id d le o f th e ro a d " a t t i t u d e r e f e r r e d to b y W rin k le , b u t i s an a tte m p t to b re a k away from th e o th e r e x trê m e — t h a t o f p r e s e n tin g s e t p ro b lem s to a l l s tu d e n ts a l i k e . The ty p e o f a c t i v i t i e s a s se e n by d i r e c t o r s o f t h i s s tu d y l a y i n c e r t a i n a r e a s o f i n t e r e s t , any o r a e v e r «0. o f w hich th e s tu d e n t m ig h t h a v e . The p a r t i c u l a r a r e a s w hich a r e m e n tio n e d a r e a s f o llo w s ; G arden D esig n D om estic A r c h ite c tu r e T e x ti l e s Community P la n n in g C lo th in g P r i n t i n g House F u r n is h in g s D e c o ra tin g f o r S ch o o l A f f a ir s E ach o f th e s e a r e a s h a s u n lim ite d p o s s i b i l i t i e s o f i n t e g r a t i o n w ith th e v a r io u s o th e r d e p a rtm e n ts i n th e s c h o o l. In f a c t th e p roblem a r i s i n g c o u ld w e ll o r i g i n a t e i n s c ie n c e , h i s t o r y , o r m a th e m a tic s a s w e ll a s i n a r t . IV . SU M M A RY 0F THESE VIEWPOINTS The v ie w p o in ts i n th e p re c e d in g p a ra g ra p h s a re th o s e o f re c o g n iz e d a u t h o r i t i e s i n e d u c a tio n a l m a t t e r s . They p o in t t o th e f a c t t h a t th e tr e n d i s d e f i n i t e l y away from th e e x i s t i n g 43 ty p e o f a r t c o u rs e now b e in g o f f e r e d i n o u r sc h o o ls* I n o r d e r t o f u l f i l l th e r e s p o n s i b i l i t y # i i c h a r t e d u c a tio n m ust c la im , n am ely , to h e lp i n th e f u l l e s t d ev elo p m en t o f th e c h i l d , a r t m u st become m ore th a n sim p ly a c o u r s e , o r ev en a s e r i e s o f c o u rs e s i n th e u s u a l s e n s e o f th e term * What i s n o rm a lly th o u g h t o f as b e in g a c o u r s e , now becom es a s e r i e s o f e x p e r i e n c e s o r a c t i v i t i e s w ith in c e r t a i n a r e a s o f i n t e r e s t i n th e l i f e o f th e s tu d e n t* O p p o rtu n ity f o r e x p e r ie n c in g and e x p lo r in g i n many m ed ia and w ide a r e a s o f i n t e r e s t m u st be made p o s s ib le f o r a l l * T h is does n o t in ti m a te t h a t a l l in fo rm a tio n a s ta u g h t i n a r t c l a s s e s i n o u r s c h o o ls a t p r e s e n t becom es a t once n u l l and void* I t m eans r a t h e r t h a t a l l t h a t i s now o f f e r e d p lu s a g r e a t d e a l m ore, sh o u ld b e made a v a ila b le t o s tu d e n ts a s t h e i r i n t e r e s t s and c a p a b i l i t i e s w arra n t* A rt t r a i n i n g becom es a r e s p o n s i b i l i t y w ith in e v e ry a r e a o f th e c u rric u lu m * I t m ust n e c e s s a r i l y be a c o o p e ra tiv e e f f o r t b etw een a l l d e p a rtm e n ts o f th e sch o o l* V. M ETHOD OF PRESENTING THE W O R K Need f o r new m eth o d s * A long w ith th e grow ing im p o rta n c e and v a lu e o f a r t i n th e se c o n d a ry s c h o o ls i n th e U n ite d S t a t e s h a s come a new c o n c e p tio n a s t o th e m ethod o f te a c h in g th e sub je c t* The more p r o g r e s s iv e s c h o o ls a r e aw are o f t h i s change and i n some c a s e s a r e b e g in n in g t o p u t id e a s i n t o p r a c t i c e , b u t so f a r few r e s u l t s have b een re p o rte d * F o r th e la r g e m a jo r ity 44 o f t e a c h e r s , h o w ev er, th e c o n c e p ts a r e as y e t a n a b s t r a c t th e o r y , w h ich th e y do n o t u n d e rs ta n d c l e a r l y enough t o I n t e r p r e t In th e c la s s ro o m . As a r e s u l t th e y c o n tin u e to f o llo w th e t r a d i t i o n a l p a t t e r n s o f p ro c e d u re . I t i s th e p u rp o se h e r e to e v a lu a te th e s e ch a n g in g m ethods i n th e l i g h t o f th e n e e d s o f a r t e d u c a tio n . A lth o u g h p re v io u s a n a ly s is p o i n t s t o th e f a c t t h a t th e r e i s ag reem en t a s to th e o b je c ti v e s and aim s o f a r t e d u c a tio n , th e r e seem s t o b e a g r e a t d i f f e r e n c e i n o p in io n a s to th e m ethod o f a c t u a l l y p r e s e n tin g th e w o rk . P e r ry e x j^ v e a se s t h i s n e e d f o r change as f o llo w s t In c o m p a ra tiv e ly r e c e n t y e a r s , a few ru m b lin g s w ere h e a r d w h ich p re s a g e th e n e e d f o r im provem ent i n te a c h in g p r a c t i c e s . The n e e d to make b e t t e r p r o v is io n f o r in d i v i d u a l d i f f e r e n c e s and th e m e e tin g o f th e in d i v i d u a l on h i s own a b i l i t y l e v e l w ere c o n s ta n tl y grow ing i n im p o rta n c e . L ik e w is e , th e GENERAL em p h asis was g a in in g i n f a v o r and r e p la c in g t r a d i t i o n a l s p e c i a l i z a t i o n . T h in g s w ere c e a s in g to b e en d s i n th e m s e lv e s and a r t was com ing t o b e re c o g n iz e d as th e c r e a t i v e p r o c e s s .^ T h at th e m ethod i n u s e c o n t r o l s to a l a r g e e x t e n t th e r e s u l t s o f th e p ro d u c t i s w ith o u t q u e s tio n . A v i s i t to any e x h i b i t i o n o f s tu d e n t w o rk , w here a r e p r e s e n t a t i v e sa m p lin g o f th e w ork from h ig h s c h o o ls from a num ber o f s t a t e s i s on d i s p la y w i l l q u ic k ly p ro v e t h i s p o i n t . One n o t i c e s a t once th e c o n s is te n c y w ith w hich c e r t a i n s c h o o ls tu r n o u t b r i g h t , s p a rk l i n g , im a g in a tiv e d raw in g s and a l s o th e same r e g u l a r i t y w ith ® K enneth F r e d e r ic k P e r r y , A ^ v e r s i f i e d A rt P rogram (New Y o rk : T e a c h e rs C o lle g e , C o ltfib ia T J n iv e rs îty , 1 0 4 3 ), p . 2 5 . 45 which, o th e r s c h o o ls d i s p l a y th e u s u a l d u l l , r e g u l a r , b ra n d o f a r t work* Why th e d if f e r e n c e ? The m anner i n # i i c h th e work h a s b een p r e s e n te d to th e s tu d e n t! E xtrem es i n m eth o d s— th e o ld and th e new . At t h i s p o in t an a n a ly s is o f th e o ld and th e new m ethod o f a p p ro a c h t o a r t w i l l be o f v a lu e . W rin k le p o in ts o u t th e s e two ex tre m e m ethods o f p r e s e n tin g w ork t o th e s t u d e n t . F i r s t , t h a t o f p r e s e n tin g a s e t o f r e q u ir e d e x p e r ie n c e s , w h ich a r e r i g i d l y c o n t r o l l e d by th e te a c h e r . The o th e r ex tre m e w ould be t h a t o f p e r m ittin g ev e ry o n e t o s e l e c t h i s own p ro b lem and c a r r y i t th ro u g h i n h i s own way, w ith no h e lp from th e i n s t r u c t o r . He b e l ie v e s t h a t som ewhere b etw een th e s e two m ethods i s a m id d le 9 g ro u n d w h ich i s b e s t f o r a l l . In t h i s “m id d le g ro u n d “ th e s tu d e n t w ith no p re v io u s e x p e rie n c e and unknown a b i l i t y can s t a r t a s p e c i f i c assig n m e n t w ith th e minimum l i k e l i h o o d o f d isc o u ra g e m e n t o r f a i l u r e . E ach s tu d e n t m ust d is c o v e r h i s p o t e n t i a l i t i e s as w e ll a s h i s l i m i t a - t i o n s . He s h o u ld be en c o u ra g e d t o e x p e rim e n t w ith many m e d ia . The p l e a h e re i s b y a l l m eans to b e g in w here th e s tu d e n t i s , and t o le a d him th ro u g h e x p e rie n c e s s u c c e e d in g ly m ore com plex, a s he becom es c a p a b le . A n o th er a u t h o r i t a t i v e so u rc e s t a t e s i n r e g a r d to t h i s : I t i s t r u e , s t a r t w here th e s tu d e n t i s , h i s p r e s e n t d e s i r e s , i n t e r e s t s and n e e d s . B u t i f th e y c o n tin u e ^ W rinkle, op. c i t . , p . 1 2 9 . 46 i n t h e i r p r e s e n t s t a t u s , no le a r n in g and no p e r s o n a l i t y gro w th ta k e s p la c e * I f th e s tu d e n t c o n tin u e s to e x p re s s h im s e lf i n h i s own s m a ll way* h i s know ledge and f e e l i n g f o r a r t w i l l h e m e a g e r. T h is same g ro u p s t a t e s f u r t h e r t h a t th e s a f e s t p la n i s f o r th e te a c h e r to h av e th e la r g e c o n c e p ts and g e n e r a l n e e d s i n m in d , b u t t o a d a p t th e s p e c i f i c e x p e rie n c e s to th e demands o f e a c h p erso n * As f o r th e g e n e ra l m ethod o f a c c o m p lish in g t h i s , th e y b e l ie v e t h a t l e c t u r e s b y th e te a c h e r , even th o u g h i l l u s t r a t e d by s l i d e s , a r e o f d o u b tf u l v a lu e i n p ro m o tin g th e g ro w th o f h ig h s c h o o l s tu d e n ts and may even h av e a n e g a t i v e e f f e c t . The in f o rm a l d is c u s s io n may be m ost h e l p f u l , w ith th e s tu d e n ts ta k in g th e m a jo r p a r t , th e te a c h e r stim u l a t i n g and d ir e c tin g * Z ie g f e ld h o ld s a somewhat s i m i l a r v ie w p o in t, i n h i s w ide e x p e rie n c e o f a r t te a c h in g : M ethods o f a r t i n s t r u c t i o n s h o u ld be s u f f i c i e n t l y i n d iv i d u a l i z e d to o f f e r e q u a l b e n e f i t s t o a l l s t u d e n t s . I t h a s b een a tr u is m among e d u c a to r s t h a t i n s t r u c t i o n i n any f i e l d i s m o st e f f e c t i v e when e v e ry s tu d e n t i s t r e a t e d a s an in d iv i d u a l whose n e e d s and c a p a c i t i e s d i f f e r fro m th o s e o f e v e ry o th e r s t u d e n t . To b e o f maximum b e n e f i t , a r t i n s t r u c t i o n s h o u ld le a d e a c h s tu d e n t s te p by s te p from w here he h ap p en s t o b e a t any g iv e n moment t o a h ig h e r l e v e l o f a p p r e c ia t io n , s k i l l , and k n o w led g e. T h is c a n n o t be done b y r o u tin e o r m ass p ro d u c tio n m ethods The V is u a l A ids i n G en e ra l E d u c a tio n , p . 6 8 . I b i d . , p . 8 8 . Z ie g f e ld , op. c i t . , p . 9 7 . 47 The “ c r e a t i v e p r o c e s s ” and “fre e d o m . ” T hese a r e two te rm s o v e r w h ich t h e r e i s c o n s id e r a b le m is u n d e rs ta n d in g and s h o u ld a t t h i s p o i n t be c l a r i f i e d . The te rm “c r e a t i v e p ro c e s s ” sa y s F eld m an , “ im p lie s em p h asis p r im a r il y on o r i g i n a l i t y , and some i d e a to e x p re s s r a t h e r th a n a t e c h n i c a l l y f i n i s h e d r e s u l t * T h is new a t t i t u d e demands a change i n th e s ta n d a r d o f 13 c r i t i c i s m and i n th e p la c e o f t h e te a c h e r in th e a r t ro o m .” The b e l i e f h e r e i s t h a t a s lo n g a s th e w ork i s a s in c e r e e x p r e s s io n o f th e c h ild * s p e r s o n a l i t y he h a s p ro d u c e d a work o f a r t , a s f a r a s h e i s c o n c e rn e d . He s h o u ld n o t b e ju d g e d on a d u l t s ta n d a r d s . L ev in i n s u p p o rt o f th e “ c r e a t i v e m ethod” p o in ts o u t th e w eak n esses o f th e o ld m eth o d , w h ich ev en to d a y a re p r e v a le n t i n to o many o f o u r se c o n d a ry s c h o o ls : Â c h i l d s e e s th in g s d i f f e r e n t l y , th e r e f o r e i t e x p r e s s e s i t s e l f d i f f e r e n t l y from grow n u p s, i t i s p e r s o n a l, i t i s an e x p r e s s i o n i s t . . . . an d g o es away fro m n a t u r e i n s t i n c t i v e l y , t h a t i s , i t e x a g g e r a t e s . • . . w h ich r e a l l y i s th e aim o f a l l a r t . To f o r c e o u r c o n c e p tio n s upon c h ild r e n i s to s u p p re s s them , t o k i l l t h e i r im a g in a tio n s , t h e i r s p o n ta n e ity , to ta k e away t h e i r c r e a t i v e a b i l i t y .. ^ The te a c h e r s t i l l p la y s an im p o rta n t p a r t , ev en i n con t r a d i c t i o n to th e b e l i e f o f many t h a t to g iv e a b s o lu te freed o m to th e s tu d e n t i s w hat he n e e d s . F o r sa y s Cox: D. A. F eld m an , “M odem T ren d s i n A rt E d u c a tio n ,” (U n p u b lish ed M a ste r* s t h e s i s . The U n iv e r s ity o f S o u th e rn , C a l i f o r n i a , 1 9 3 3 ), p . 12 0 . W. L e v in , “P l a s t i c A r t , ” P ro g r e s s iv e É d u c a tio n , 3 :1 1 0 , June 1936. 48 . . . When c r e a tiv e n e s s i s d is c o v e r e d i t m ust be a llo w e d to ta k e r o o t ; b u t a f te rw a r d s i t w i l l n e e d n o t l e s s b u t more t r a i n i n g , and more d i s c i p l i n e , i f i t i s to come to f r u i t i o n . VI . SU M M A RY OF THE CHAPTER T h is c h a p te r h a s p r e s e n te d th e v ie w p o in ts o f v a r io u s a u t h o r i t i e s on a r t e d u c a tio n , a s to th e c o n te n t o f c o u rs e s and te a c h in g m ethods f o r th e c u r r e n t o b je c ti v e s o f a r t . A ll e v i d en ce p o in ts to th e f a c t t h a t a new ty p e o f a r t o f f e r i n g m ust b e g iv e n in th e se c o n d a ry s c h o o l, i n o r d e r to f u l f i l l th e r e s p o n s i b i l i t y w h ich a r t , i n th e new p h ilo s o p h y , m ust c la im . Such a c u rric u lu m m ust in c lu d e a s e r i e s o f e x p e rie n c e s and a c t i v i t i e s o v e r a la r g e a r e a o f i n t e r e s t s , any o f w hich th e s t u d e n t , by way o f i n t e r e s t o r a b i l i t y , may e l e c t to p u r s u e . P r e s e n t c o u rs e s and in f o rm a tio n s h a l l b e e n r ic h e d end o th e r s added i n o r d e r t h a t e x p e rie n c e in a l l a r e a s o f i n t e r e s t i n th e e v e ry d a y l i f e o f th e s tu d e n t may b e p o s s i b l e . The m ethod o f c a r r y in g o u t su c h a b ro a d program h as b een s u g g e s te d by a num ber o f a u t h o r i t i e s i n th e f i e l d . The b a s ic p ro b lem h a s seem ed to b e i n th e m ethod o f p r e s e n tin g work to th e s tu d e n t. Betw een th e e x tre m e s o f g iv in g s e t p ro b lem s to a l l , on th e one h a n d , and a b s o lu te freedom o f c h o ic e on th e o t h e r , l i e s a m id d le g ro u n d upon w hich many seem to a g r e e . H ere George J . Cox, “Modem T ren d s i n A rt E d u c a tio n ,” T e a c h e rs C o lle g e R eco rd , 3 1 :5 1 3 -5 1 4 , M arch 1930. 49 th e more c a p a b le s tu d e n t may p ro c e e d w ith work o f h i s own c h o ic e , w h ile th o s e w ith l e s s a b i l i t y and e x p e rie n c e s h a l l be g iv e n d e f i n i t e a s s ig n m e n ts . The im p o rta n c e o f s t a r t i n g w here th e s tu d e n t i s , and le a d in g him on th ro u g h e x p e rie n c e s m ore and m ore com plex as he becom es c a p a b le , was c o n s id e re d m ost im p o r ta n t. I n s t r u c t i o n m ust be i n d iv i d u a l i z e d in o r d e r t o o f f e r e q u a l b e n e f i t s to a l l s t u d e n ts . F i n a l l y , th e r e a l i z a t i o n t h a t th e r e s p o n s i b i l i t i e s w h ich a r t now c la im s , c a n n o t b e a c c o m p lish e d b y r o u tin e o r m ass p ro d u c tio n m e th o d s. CHAPTER V PHYSICAL FACILITIES FOR THE ART PROGRAM I . INTRODUCTION T h is s tu d y h a s fo u n d th e r e i s a d e f i n i t e n e e d f o r a new k in d o f a r t te a c h in g w h ich w i l l be i n k e e p in g w ith th e new th in k in g i n a r t . A rt m ust now o f f e r a w ide f i e l d o f e x p e r i e n c e s em b racin g many o f th e problem s w hich th e s tu d e n t f a c e s i n h i s ev e ry d a y l i v i n g . I t i s th e p u rp o se o f t h i s c h a p te r to d e te rm in e and p la n th e p h y s ic a l f a c i l i t i e s n e c e s s a r y f o r te a c h in g su c h a program i n a s e n io r h ig h s c h o o l, I I , CONTENTS OP THE CHAPTER The fo llo w in g p h a s e s r e g a r d in g th e d e s ig n o f th e work a r e a w i l l b e c o n s id e re d in th e o r d e r l i s t e d . F i r s t , a r e a l i z a t i o n t h a t f l e x i b i l i t y o f th e p la n i s n e c e s s a r y i n o r d e r to f i t th e p ro b lem s o f I n d iv id u a l s c h o o ls . The r e l a t i o n s h i p o f edu c a t i o n a l p la n n in g and a r c h i t e c t u r a l p la n n in g i s d is c u s s e d a s a b ac k g ro u n d o f u n d e r s ta n d in g b etw een th e tw o , f o r , a s one w r i t e r h a s s t a t e d , “The com m unity can p ro v id e th e s p a c e , a r c h i t e c t s th e w a ll s , th e e d u c a to r s th e i d e a s , b u t th e y m u st w ork to g e th e r t o c r e a te th e s c h o o ls ," ^ W ith t h i s a s a p r e lim in a r y , th e sp a c e n e c e s s a r y , th e l o c a t i o n , and th e o r i e n t a t i o n o f th e a r e a , w i l l ^ V ir g in ia F , M atson and Edward J , M atson, “D e sig n in g and C r e a tin g T om orrow 's S c h o o ls ,” A m erican S ch o o l B oard J o u r n a l, 1 1 2 :2 7 , 2 8 , J a n u a ry 1946, 60 51 b e d is c u s s e d * The p r a c t i c a l c o n s id e r a tio n s o f su ch th in g s a s d is p l a y c a s e s , b la c k b o a r d s , h a n g in g s p a c e , s to r a g e o f v a r io u s k in d s , n a t u r a l and a r t i f i c i a l l i g h t i n g , c o lo r schem es f o r th e a r t room , m ovable eq u ip m en t and f u r n i t u r e , and h an d t o o l s and o th e r s p e c i a l eq u ip m e n t, w i l l be c o n s id e r e d i n th e o r d e r m entioned* N eed f o r f l e x i b i l i t y * A ccep tan ce o f th e f a c t t h a t th e r e i s no s in g l e answ er to th e p ro b lem i s h e r e re c o g n iz e d * The n e e d s o f e a c h s c h o o l and i t s a b i l i t y to p ro v id e sp a c e and eq u ip m en t n e c e s s a r y , s e t s th e problem * The aim h e r e i s t o a llo w a s much f l e x i b i l i t y a s p o s s i b le in p la n n in g th e s p a c e , i n o r d e r t h a t a c t i v i t i e s may b e added o r e lim in a te d a s th e i n d iv i d u a l pro b lem d i c t a t e s * B a s ic eq u ip m en t and f a c i l i t i e s n e c e s s a r y f o r a l l work a r e a s w i l l be lo c a te d in t h e i r p erm an en t p o s i t i o n . E d u c a tio n a l p la n n in g v s , a r c h i t e c t u r a l p la n n in g . I t i s n o t th e p u rp o se h e r e to d e v e lo p th e p h ilo s o p h y b a c k o f a r c h i t e c t u r a l p la n n in g f o r s c h o o l b u i l d i n g s , A w ord, how ever, as to an im p o rta n t t r e n d i n p la n n in g i n g e n e r a l, and lA iich p e rh a p s by c o in c id e n c e d o es f i t i n w ith th e new er th in k in g i n ed u ca tio n * A s i g n i f i c a n t s ta te m e n t p e rh a p s i n t h i s r e g a r d , a s i t c o n c e rn s s c h o o l b u i l d i n g s , i s th e f o llo w in g : “ Our p o stw a r 2 s c h o o ls w i l l b e p la n n e d from th e i n s i d e o u t , ” As i n e d u c a tio n ^ 0 , H * B r e i d e r t , “An A r c h i t e c t 's View o f th e P o stw a r S c h o o l,” A m erican S ch o o l B oard J o u r n a l, 1 1 2 :4 5 , J a n u a ry 1946, 52 we a re p o in ti n g to w ard th e f u l l d ev elo p m en t o f th e i n d iv i d u a l i n a l l m a tte r s p e r t a i n i n g to l i v i n g ; so i n a r c h i t e c t u r e , th e b u ild in g w i l l now be p la n n e d f o r th o s e who a r e to d w e ll i n i t . I t m u st p e rfo n a i n a f u n c tio n a l m an n er. T h is new m ethod o f p la n n in g i s o f te n r e f e r r e d t o a s “ sp a c e p la n n in g ” o r “fu n c t i o n a l p la n n in g ,” T h is same p r i n c i p l e c o n c e rn s n o t o n ly th e b u ild i n g as a w hole b u t th e v a r io u s p a r t s a s w e ll. I l l , SPACE REQUIRED FOR THE PROGRAM The u t i l i z a t i o n o f two s ta n d a r d c la s s ro o m s h a s b een d e te rm in e d th e a r e a w h ich i s m ost a p t to b e a v a il a b l e i n a m a jo r ity o f c a s e s , b e c a u s e o f th e f a c t t h a t f o r a h ig h s c h o o l o f a v e ra g e s i z e t h i s sp a c e w ould b e a d e q u a te . In l a r g e r s c h o o ls w here m ore sp a c e may be n e c e s s a r y , m u lt ip le s o f t h i s u n i t may be p la n n e d . O r ie n ta tio n and lo c a t i o n o f th e ro o m s. I n some r e s e a r c h done i n th e B a ltim o re C ity s c h o o ls r e g a r d in g t h i s p h a se o f th e p ro b lem , Leon W inslow h a s th e f o llo w in g to s a y : A rt D ep artm en ts i n new s c h o o l b u ild i n g s s h o u ld p r e f e r a b ly be on th e g ro u n d f l o o r to f a c i l i t a t e d e l iv e r y o f s u c h m a t e r i a l s a s wood, p l a s t e r , c la y , and m e ta l, , , , Due to th e d is p l a y f e a t u r e s a p p r o p r ia te ly c o n n e c te d w ith p r e s e n t- d a y a r t ed u ca t i o n , th e rooms f o r c a r r y in g i t on s h o u ld b e g ro u p ed n e a r th e m ain e n tr a n c e o f th e b u ild i n g . S in c e th e a r t d e p a rtm e n t i s o f t e n c a l l e d upon to make sc e n e ry and p r o p e r t i e s f o r p la y s and o th e r sc h o o l p erfo rm a n c e s , i t i s a l s o d e s ir a b l e t h a t th e a r t rooms s h o u ld be i n c lo s e p ro x im ity to th e s ta g e o f th e a u d ito riu m o r assem b ly room , i f th e r e i s one i n th e 53 b u i l d i n g . B ecau se o f th e d e s i r a b i l i t y o f u n ifo rm n a t u r a l l i g h t i n g , th e rooms s h o u ld p r e f e r a b ly b e on th e n o r t h , n o r t h e a s t , o r n o rth w e s ts s id e o f th e b u i ld i n g , n e v e r on an i n t e r i o r c o u r t . W hile i t w i l l be d i f f i c u l t t o com ply w ith a l l o f th e re q u ire m e n ts a s l i s t e d ab o v e, e s p e c i a l l y i n b u ild i n g s a lr e a d y c o n s tr u c te d , a s many as p o s s i b le s h o u ld be in c o r p o r a te d i n p la n n in g th e a r t room s. As to o r i e n t a t i o n , th e n o r th e x p o su re i s a c o n se n su s among a u t h o r i t i e s , and m ost a r t d e p a rtm e n ts a re p la n n e d i n t h a t a r e a o f new er b u i l d i n g s . A ssignm ent o f sp a c e to v a r io u s ty p e s o f w ork. The v a r io u s a c t i v i t i e s w hich m ig ^ t b e d e s ir e d have b ee n a s s ig n e d t o a p a r t i c u l a r s p a c e d ep en d in g upon c e r t a i n c h a r a c t e r i s t i c s o f th e w ork. P e r ry i n h i s e x p e rim e n t a t th e C o lo rad o S ta te C o lle g e made th e d i v i s i o n a s f o llo w s : 1# P o s s i b i l i t y o f i s o l a t i n g c le a n from d i r t y w ork, 2 , Q u ie t from n o is y a c t i v i t i e s , 3 , P ro v is io n s f o r l e c t u r e s and d e m o n s tr a tio n s , 4 , P r o v is io n f o r show ing p i c t u r e s o r s l i d e s , ^ T h is g e n e r a l d iv i s i o n o f sp ace h a s b e e n fo u n d to be a p p lic a b le i n t h i s s tu d y . The e a s t end o f th e a r e a h a s been e q u ip p e d f o r v a r io u s ty p e s o f d raw in g and p a i n t i n g , d e m o n s tra tio n w ork, and a l s o f o r show ing m o tio n p i c t u r e s o r s l i d e s . T h is room h a s ^ Leon L o y al W inslow , “P la n n in g th e A rt D e p a rtm en t, “ The R e la te d A rts S e r v ic e , New Y o rk , 1945, p , 3 , ^ K enneth F r e d e r ic k P e r r y , An E x p erim en t w ith a D iv e r s i f i e d ^ t Program (New Y ork: Tea c E e rs C o lle g e , C olum bia U n iv e r s ity , ^ 9 2 3 ) , 163 p p . 54 b een e q u ip p e d w ith l i g h t - p r o o f s h a d e s , and a d e q u a te v e n t i l a t i o n i s p ro v id e d even vhen c u r t a i n s a r e draw n. The w est room h a s b ee n a s s ig n e d t o th e v a r io u s ty p e s o f n o is y and l e s s c le a n w ork, su c h a s woodwork, w o rk in g c l a y , je w e lr y , and la p id a r y w ork. I t was c o n s id e r e d t h a t a l l a c t i v i t i e s may b e g o in g on s im u lta n e o u s ly , and a l i m it e d sp a c e h a s b een s u g g e s te d f o r ea ch a c t i v i t y , A c e r t a i n am ount o f in te r c h a n g in g o f sp ace w i l l alw ays b e n e c e s s a r y a s some p a r t i c u l a r a c t i v i t y demands m ore sp a ce a t c e r t a i n tim e s . Added f l e x i b i l i t y h a s been a llo w e d b y p ro v id in g f o ld in g d o o rs betw een th e e a s t and w est room s. S to r a g e , The s to r a g e p ro b le m , an e v e r im p o rta n t one i n a w o rk sh o p , w i l l b e c o n s id e r e d i n i t s v a r io u s a s p e c t s . P e r r y l i s t s i n g e n e ra l th e f o llo w in g re q u ire m e n ts f o r s to r a g e : 1 , F o r m a t e r i a l s and s u p p l i e s , 2 , F o r s tu d e n ts * u n f in is h e d w o rk , 3 , F o r p a in te d w ork to d r y , 4 , F o r d e m o n s tra tio n m a t e r i a l s , 5 5 , F o r c la y p ie c e s , r e q u i r i n g s p e c i a l c a b i n e t . Due to th e v a ry in g sh a p e s an d s i z e s o f m a t e r i a l s and s u p p l i e s , a f l e x i b l e s to r a g e a r e a m u st b e a v a i l a b l e . U nder s u p p li e s su ch th in g s a s ream s o f p a p e r, w h ich m ust b e l a i d f l a t ; m at b o a r d s , p o s te r b o a r d s , and i l l u s t r a t i o n b o a r d s , w hich m u st h av e v e r t i c a l s to r a g e ; s p e c i a l t y p a p e r s , f o i l s , e t c e t e r a , f l a t s t o r a g e , EbPasers, p e n c i l s , w a te r c o l o r s , i n k s , p o s t e r ® I b i d . . p . 7 4 . 66 c o l o r s , p e n s , p e n h o ld e r s , r u l e r s , and th e many o th e r s m a lle r ite m s n ee d s h e l f s to r a g e . The s o u th s to r a g e room h a s b e e n p ro v id e d f o r th e s e l a t t e r u n i t s m a in ly . T h is a r e a w i l l a l s o con t a i n th e v a r io u s ty p e s o f s p e c i a l t y p a p e r s , ream p a p e r s , l e a t h e r s u p p l i e s , an d o th e r th in g s w h ich n e e d j ^ e I f s to r a g e . The c a b in e t s on e i t h e r s id e o f th e s ta g e in th e e a s t room w i l l h av e a lo w e r s e c tio n f o r s t o r i n g v e r t i c a l l y m at b o a r d s , i l l u s t r a t i o n b o a r d s , and p r i n t s ; and one s e c t io n g iv e n t o s t o r i n g s tu d e n ts * u n f in is h e d w ork. The sp a c e above w i l l have g l a s s p a n e l d o o rs a s shown b y th e d ra w in g , and can be u s e d f o r th e d is p la y o f f i n i s h e d c e ra m ic s and o t h e r c r a f t p ie c e s (S ee F i g , 2 , page 5 6 ) , D raw ing b o a rd s w i l l b e s to r e d b y s l i d i n g u n d e r th e s to r a g e c a b in e ts a t t h e w e st en d o f th e e a s t room . P a in te d w ork, w a itin g t o d r y , w i l l b e s t o r e d on r a c k s a s shown betw een th e two room s. U n fin is h e d c e ra m ic s work i s s to r e d i n a z i n c - l i n e d c a b in e t i n th e w e st room , a s i n d i c a t e d on th e p l a n . The n o r t h s to r a g e room w i l l b e f o r c la y s to r a g e , g l a z e s , and e x t r a h an d t o o l s a s w e ll as many o th e r th in g s w hich w i l l n e e d s to r a g e s p a c e , Space h a s a ls o been p ro v id e d f o r lu m b e r, m o ld in g s , e t c e t e r a , on b r a c k e ts above th e d is p l a y c a s e s on th e s o u th w a ll , A r a c k a d ja c e n t to i t w i l l b e u s e d f o r plyw ood, s c ra p lu m b e r, an d o th e r s m a lle r m a t e r i a l s w hich w i l l b e n e e d e d . D is p la y — a g e n e r a l c o n s id e r a ti o n , A dequate d is p l a y a r e a s b o th w ith in th e rooms and i n th e c o r r id o r s o f th e 56 S r o P l A G & l c ^ . S TO aA GE i 1 S t a g e , I J rO I- B CT C L A Y . S T 0 k. 11 ■ S L T > 0 d 2 -C ijJ _1 fÛ •c « C >- f - u-l CY za C o 2 oc z a . o « C C £ CÛ O _j sD M CD G ) -ar w_i ^ =£ s » - o U _ J ^ ^ C £ dL O '» o Li_ ,— O cu u i _ j fO ✓» « C 1 - u J A o 3 : O f <a O Z h~ -a : O = ) Of 1 — o 2 - c Z O f C3 (si uJ « < '-o Ï 3 ? CJ — i o j K 7 ^ i r i SINK. LUM BEIL. 67 b u ild i n g as w e l l , a re im p o r ta n t e le m e n ts i n th e p la n . P e r r y , i n h i s s tu d y , o u t l i n e s th e f o llo w in g ty p e s o f d is p l a y a r e a s vftiich a r e n e c e s s a r y : 1 . Showcase w h ich can b e lo c k e d . 2 . P a n e ls f o r d ra w in g s , p i c t u r e s , e t c , 3 . S h e lv e s f o r o b je c ts .® W inslow a l s o a g r e e s w ith t h i s d i v i s i o n , b u t s u g g e s ts f u r t h e r t h a t a t l e a s t one c a s e s h a l l be d o u b le - a c tin g , to 7 s e rv e b o th th e h a l l s and th e room . Â f u r t h e r s u g g e s tio n t h a t s h e lv e s b e made a d j u s t a b l e , a llo w in g them to be r ^ o v e d e n t i r e l y i f d e s i r e d , i s o f f e r e d th ro u g h th e e x p e rie n c e o f th e a u th o r o f t h i s t h e s i s . P r o v is io n s made f o r d is p l a y i n t h i s s tu d y . I t i s im p o rta n t t o p ro v id e am ple sp a c e f o r d is p la y in g b o th s tu d e n t work and t h a t o f p r o f e s s i o n a l s , and c o n s id e r a b le a t t e n t i o n h a s b een g iv e n to t h i s p ro b lem i n th e p la n ( F ig . 3 , page 5 8 ) . The c o r r i d o r d i s p l a y c a b in e ts as show n, a r e o f g r e a t v a lu e and a re p r o p e r ly l i g h t e d b y f l u o r e s c e n t tu b e s above th e ey e l e v e l so t h a t no g l a r e r e s u l t s . I t i s h o p ed t h a t o th e r a r e a s o f th e s c h o o l c o r r i d o r w i l l be p ro v id e d w ith s i m i l a r c a s e s . The b a c k s and en d s o f th e s e c a s e s sh o u ld be c o rk b o a rd , c e l o t e x , o r m a s o n ite l / 2 “ t h i c k and c o v e re d w ith a n e u t r a l - c o l o r e d f a b r i c ^ P e r r y , l o c . c i t . 7 W inslow , l o c . c i t 58 n o r t h e l e v a t i c W E S T E L E V . t ^ I E S T R00^^ EA ST E L E V . - W EST ROOM E L E V A T I O N T O W A R D C O R R I D O R E A S T E L E V . - E A S T ROOM W E S T ELE V. — E A S T RO OM FIGURE 3 E L E V A T I O N S Of W O R K S H O P 59 h a v in g a t e x t u r e t o p e rm it in c o n s p ic u o u a h o le s made b y thumb t a c k s , s t a p l e s , and o th e r f a s t e n e r s . The b a s e o r f l o o r o f th e c a s e s may b e l e f t p l a i n , a s v a r io u s c o lo r s and t e x t u r e s w i l l w ant to be u s e d i n th e d i f f e r e n t window d is p la y s a s th e y a r e i n s t a l l e d . A ll w a lls w ith in th e room s, from th r e e t o sev en f e e t above th e f l o o r , s h a l l be f i t t e d w ith c o rk b o a rd l / 2 “ t h i c k t o f u r n i s h a sp a c e f o r e x h i b i t s o f s tu d e n t w ork, o r , f o r w ork in g on la r g e p r o j e c t s su ch a s s i g n s , m u r a ls , e t c e t e r a . <kie s e c t i o n o f th e b la c k b o a rd a t th e e a s t end o f th e room s h o u ld be c o rk b o a rd w h ich may be u s e d as th e b ack g ro u n d f o r a d i s p l a y , f lo w e r a rra n g e m e n t, o r o th e r e x h i b i t s w h ich become a t once th e f o c a l p o in t o f th e room . The one b la c k b o a rd u n i t as show n, c o n s i s t s o f two s e c t i o n s w hich s l i d e up and down, an d a r e 4* b y 8* i n s i z e . Over t h i s i s m ounted a r o ll- d o w n ty p e s c r e e n , f o r m o v ies and s l i d e s . IV . NATURAL AND ARTIFICIAL LIGHTING L ig h tin g , b o th n a t u r a l an d a r t i f i c i a l , com bined w ith c o l o r , fo rm to g e t h e r th e m o st im p o rta n t e le m e n ts o f th e room e n v iro n m e n t. One a u t h o r i t a t i v e s o u rc e sa y s : Of a l l th e p ro b lem s w hich c o n f r o n t e d u c a to r s , s c h o o l a d m in is t r a tiv e o f f i c i a l s , sc h o o l b o a rd s , a r c h i t e c t s , i n f a c t e v e ry o n e c o n n e c te d w ith th e s u c c e s s f u l co n d u c t o f an e d u c a tio n a l p ro g ram , none i s m ore im p o rta n t th a n p ro p e r a tm o sp h e re . T h is 60 d ep en d s upon c o r r e c t l i g h t i n g and th e s c i e n t i f i c u s e o f c o lo r a rra n g e m e n ts , th e re b y s a fe g u a r d in g th e v i s i o n o f e d u c a to r s and s tu d e n ts a lik e .® C o lo r w i l l b e t r e a t e d s e p a r a t e ly i n t h i s c h a p te r . Even w ith a good c o lo r schem e, b o th n a t u r a l and a r t i f i c i a l l i g h t i n g a r e n ee d ed to a llo w th e c o lo r to p e rfo rm i n th e way i t s h o u ld . A dequate l i g h t i n g f o r any g iv e n a r e a i s c o n c e rn e d n o t o n ly w ith th e q u a n t i t y o f l i g h t b u t a ls o w ith i t s q u a l i t y . The q u a n t ity o f l i g h t i s th e s u b je c t o f t h i s p a ra g ra p h , w h ile q u a l i t y w i l l b e , to a la r g e e x t e n t , th e c o n t r ib u t io n w hich an i n t e l l i g e n t u s e o f c o lo r w i l l m ake. N a tu ra l l i g h t i n g i s p ro v id e d b y th e la r g e window a r e a s on th e n o r t h w a ll w h ich e x te n d to th e c e i l i n g . A r t i f i c i a l l i g h t i n g , a c c o rd in g t o b e s t p r a c t i c e , w i l l p ro v id e f o r b o th g e n e r a l and s p e c i f i c i l l u m i n a t i o n , a llo w in g i n e a c h c a se an a d e q u a te num ber o f f o o t c a n d le s o f l i g h t a t th e t a b l e o r work to p h e i g h t . C o nvenience o u t l e t s and w ir in g . D uplex co n v e n ien c e o u t l e t s w i l l be i n s t a l l e d e v e ry s i x f e e t o f w o rk to p , and a t p ro p e r i n t e r v a l s a lo n g th e b a s e o f th e room w here w o rk ta b le s a r e n o t s i t u a t e d . A ll a p p lia n c e o u t l e t s s h a l l be on s e p a r a te c i r c u i t s from th e l i g h t i n g c i r c u i t s . Two f l o o r o u t l e t s w i l l be n e c e s s a ry i n th e e a s t room and lo c a te d , w here i n d i c a t e d , f o r p o s s i b le ® P i t t s b u r g P l a t e G la ss Company, “C o lo r Dynamics f o r th e S c h o o l," p . 3 , 61 l a n t e r n p o s i t i o n s . T h re e -p h a se 220 v o l t w irin g s h a l l be i n s t a l l e d f o r e l e c t r i c k i l n o r o th e r eq u ip m en t r e q u i r i n g ad d ed p o w er, V. COLOR The se c o n d and e q u a lly im p o rta n t e le m e n t o f c la ssro o m d e s ig n h a s t o do w ith th e u s e o f c o l o r . C o lo r can do many t h i n g s ; i t may b e u s e d t o s ti m u la te o r d e p r e s s ; i t may h e lp p e o p le to r e l a x and b e c h e e r f u l ; i t may c h e e r and i n v ig o r a t e them ; and f u r t h e r i t may s e t up i r r i t a t i o n and a c tu a l p h y s ic a l 9 d is c o m f o r t. T h is in fo rm a tio n i s th e r e s u l t o f some s e r io u s i n v e s t i g a t i n g c a r r i e d on by th e P i t t s b u r g P l a t e G lass Company o v e r a p e r io d o f y e a r s . I n t h i s s tu d y we a re c o n c ern ed b a s i c a l l y w ith tw o s e p a r a te p h a s e s o f th e u se o f c o l o r ; f i r s t , th e c o l o r s o r h u e s w hich a re a p p l ic a b le i n sch o o lro o m s a s f a r a s tkie p sy c h o lo g y o f c o lo r i s c o n c e rn e d ; s e c o n d ly , th e d e g re e t o w h ich th e c o lo r adds to o r d e t r a c t s from th e q u a l i t y o f d a y l i # i t o r a r t i f i c i a l l i g h t in th e room . The f u n c tio n a l u s e o f c o l o r . As i n p la n n in g we a re d e s ir o u s t h a t t h a t v ô iic h i s p la n n e d s h a l l be f o r a p u rp o s e , t h a t i t s h a l l f i t th e u s e f o r w h ich i t i s to be p u t . So i n c o l o r w ork, w h a te v e r i s u s e d sh o u ld b e p la c e d on th e w a ll. ^ P itts b u r g P la te G lass Company, l o c . c i t . 62 f l o o r o r c e i l i n g , b e c a u s e i t can s e rv e some r e a l p u rp o se* S in c e c o lo r e n e rg y i s a s o u rc e o f pow er, and can e f f e c t a p e rs o n i n so many w ays, th e Im p o rtan c e o f c h o o s in g c o l o r n o t o n ly w ith th e ey e b u t a ls o w ith th e b r a i n becom es obvious* As one a u t h o r i t y s a y s : When you s e l e c t c o lo r s w h ich m e re ly seem a t t r a c t i v e , y o u may b e f o r c i n g te a c h e r s to w ork and p u p il s to s tu d y i n room s t h a t a r e p s y c h o lo g i- csLlly u n s u ite d to them* Such surroua<Ü .ngs may g r a d u a l ly g e t oh t h e i r n e r v e s , may a f f e c t t h e i r w ork, o r may c a u se them m uch d i s t r e s s and u n h a p p in e ss * S e le c ti o n o f c o l o r s * The s e l e c t i o n and p la c e m e n t o f c o lo r s i n th e room i s d e te rm in e d b y th r e e f a c t o r s ; 1# The u s e to w hich th e room w i l l b e p u t* 2* G eo g rap h ic e x p o s u re o f th e room . 3* Amount o f l i g h t a v a ila b le * W inslow b e l ie v e s t h a t th e c o lo r s u s e d i n p a i n ti n g sch o o lro o m s s h o u ld be s a t i s f a c t o r y from th e p o in t o f illu m in a - 1 1 t i o n , a s w e ll a s a e s t h e t i c a l l y and p s y c h o lo g ic a lly p le a s in g * I n h i s s tu d y o f th e B a ltim o re s c h o o ls , he d e v e lo p e d th e “ c o lo r co m p ass,” u s in g th e M u n sell sy stem f o r n o t a t i o n o f h u e s , v a lu e s , and chrom a o f c o l o r t h a t may b e c o n s id e re d a p p r o p r ia te i n t h e i r pow er to r e f l e c t and d i f f u s e l i g h t from w a l l s , c e i l i n g , tr im and d o o r a re a s * (S ee F ig * 4 , page 6 3 ) . ^0 I b i d . . p . 5 . W inslow , o p . c i t . , p . 7 . 63 YELLOWRED CEI LI NG W A L L 6 1 0 Y R 9 /1 10 YD 8/2 7 2 % 5 7 % D 0 0 R 5 ' FLOOR- 5 5 3/6 553/1 8 % 7% D00R5 FLOOR 5BG2/6 O B G V l 8% 7% WALLS D OOR S F L O O R I 0 Y R 6 / 2 2 8 % I 0 Y R 4 / 4 1 5 % I 0 Y R 3/1 7 % N W Y t U O W R E P L C C T IO N S WALLS TRI M 7 5 R 5/2- - - 4 4 % 1 0 % 7 % 7 % DOORS • Z.5Y4/4 1 3 % 7% WALLS- - • 5 GY8/2 TR IM 5 P B 7/2 - • - 4 9 7o 5 R b3/2- • 2 1% 5 W B L U E O R E E N BLUE G R E E N R.I FLCCTIOX^ R C Ftf C T lO M S WALLS - - 5B&7/2 - • 4 7 % TRIM - - 5BG5/2' • 21% WALLS - • - 557/2 ' • 47% TRIM - - - - 5 55/2 - • 19% DOORS F L O O R 504/4- 5G V I' 1 3 % 7 % FIGURE 4 T H E C O L O R G 0 M P M 5 64 I t w i l l b e n o tic e d t h a t f o r rooms w ith a n o r th e x p o su re » a warm y e llo w r e d , y e llo w o r r e d i s s u g g e s te d . The r e f l e c t i n g q u a l i t y o f th e v a r io u s c o lo r s i s a l s o l i s t e d * P lacem en t o f c o l o r s * Once th e c o lo r h as b ee n s e l e c t e d two o t h e r c h a r a c t e r i s t i c s o f th e c o lo r m u st be d e te rm in e d : th e l i g h t n e s s o r d a rk n e s s c a l l e d th e » v a lu e • o f a c o l o r ; and th e b r ig h tn e s s o r d u l l n e s s c a l l e d th e 'chrom a* o r 'i n t e n s i t y * o f a c o lo r* F o r, s a y s W inslow : “C o lo rs u s e d sh o u ld be n e i t h e r to o s tr o n g n o r to o d a r k , th e amount o f l i g h t and o f s t r e n g t h b e in g d e te rm in e d i n e a c h c a s e b y th e n e e d f o r l i g h t 12 i n th e room*“ The c o l o r s s e l e c t e d s h a l l p ro v id e a d e q u a te l i g h t th ro u g h p r o p e r r e f l e c t i n g , b u t n o n g la re s u rfa c e s ^ th u s a c h ie v in g u tm o st v i s u a l e f f i c i e n c y and eye c o m fo rt. I n g e n e r a l , th e d a r k e r a r e a s , o r th o s e r e c e i v i n g l i t t l e d i r e c t l i g h t , s h o u ld r e c e iv e c o l o r s w ith a h ig h r e f l e c t i n g v a lu e ; w h ile th o s e a r e a s o p p o s ite a window w a ll , f o r ex am p le, s h o u ld r e f l e c t l e s s li g h t * The fo llo w in g s u g g e s tio n s a re made f o r s e l e c t i n g c o lo r s i n g e n e r a l f o r th e a r t room planned* The c e i l i n g can w e ll b e n e a r l y inâilte to r e f l e c t a s m uch l i g h t a s p o s s i b l e . A ll f o u r w a lls n e e d n o t b e th e same c o lo r* The w a ll o p p o s ite th e windows can be c o n s id e r a b ly d a r k e r o r even a d i f f e r e n t c o l o r th a n th e o th e r w a lls » i n o r d e r t o c u t th e r e f l e c t i o n s , w h ile th e w a ll w ith th e w indows can be I b i d . . p . 5 . 65 c o n s id e r a b ly l i g h t e r due to th e f a c t i t r e c e iv e s no d i r e c t l i g h t * The f l o o r s s h o u ld b e th e d a r k e s t p a r t o f th e room , and w e ll down th e chrom a s c a le * VI* M OVABLE m i v i f m m an d f u r n i t u r e The f o llo w in g l i s t o f f u r n i t u r e and eq u ip m en t i s l i s t e d as t h a t n e c e s s a r y f o r te a c h in g a f l e x i b l e p ro g ram . No l i s t h a s b ee n fo u n d w h ich in c lu d e s th e s e ite m s co m p letely * The ty p e o f w o rk ta b le f o r th e m ain d raw in g room was d e s ig n e d and h a s b e e n i n u s e by th e a u th o r o f t h i s t h e s i s i n h i s a r t rooms f o r a num ber o f y e a r s . I t h a s b een fo u n d to be f l e x i b l e t o u s e f o r v a r io u s ty p e s o f d ra w in g , an d c r a f t work* The s ta n d a t e i t h e r end p ro v id e s i n d iv i d u a l lo c k e r s f o r s t u d e n t s , and th e e n t i r e u n i t can b e moved r e a d i l y and s t o r e d i n a v e ry s m a ll sp a c e t o make room f o r e x h i b i t s and o t h e r a f f a i r s w here i t i s n e c e s s a r y to have th e e n t i r e f l o o r a r e a c l e a r . The l i s t o f eq u ip m en t a s shown i n th e p la n (F ig * 2 , page 56) i s a s fo llo w s : 1 - T e a c h e r 's d e s k , n a t u r a l f i n i s h 32“ x 60*'. 3 - S t r a i g h t c h a i r s . 5 - Work to p s 32“ x 96“ M a so n ite tem p ered b o a rd to p s w ith hardw ood e d g in g . S u p p o rt s h a l l be two draw s ta n d a r d s 12“ x 24“ x 42“ h ig h , e a c h c o n ta in in g 5 d ra w e rs , t o be u s e d as s tu d e n t lo o k e r s . 1 • W o rk tab le 3 ' x 5 ' x 36” h ig h f o r c u t t i n g , p a s t i n g , e t c e te ra # 40 - Hardwood s t o o l s , 24“ h i ^ * 66 2 - W oodworking "bonchea 30" x 60" x 32" h ig h w ith wooden v i s e s and b la c k b o a rd 24" h ig h f o r t o o l r a c k , 2 - T a b le s , w ork, 30" x 60" x 32" h ig h f o r m is c e lla n e o u s w ork. 1 - T a b le , w o rk , 3* x 10* x 40" h ig h f o r c la y w ork, s h a l l h a v e m aple to p . 1 - T a b le , u t i l i t y , 30" x 42" x 30" h ig h . 1 - Work t o p , f u l l le n g th o f room 30" h ig h x 24" w ide w ith b a c k b o a rd up t o window s i l l s . 1 - S in k , 24" X 72" g a lv a n is e d ir o n w ith c a b in e t s f o r s to r a g e u n d e r n e a th . 1 • S in k 20" X 42" p o r c e l a i n , in c a b in e t i n e a s t room w ith r o l l - t o p d o o r e n c lo s in g i t . M is c e lla n e o u s r a c k s and s h e lv in g s h a l l b e f u r n is h e d w here shown in th e p l a n . The f o llo w in g l i s t o f m is c e lla n e o u s eq u ip m en t h a s b een fo u n d t o b e m o st v a lu a b le f o r a w orkshop ty p e room i n a c t u a l p r a c t i c e . H e re , a g a in some o f th e eq u ip m en t h a s n o t b een fo u n d m e n tio n e d by any w r i t e r s . T h is p a r t i c u l a r e q u ip m e n t, w h ich i s m ost n e c e s s a r y , c o n s i s t s o f th e c u t awl m a c h in e , th e p o r ta b le sew ing m a c h in e , and th e com et t a c k e r s . 60 - D raw ing b o a r d s , 18" x 2 4 " , softw ood* 2 - D raw ing b o a r d s , 31" x 4 2 " . 1 - C ut aw l m a c h in e , e x t r a b la d e s and b e l t s . 1 - 24" X 24" b e d t a b l e saw , a d j u s t a b l e a r b o r and co m b in a tio n 8" saw , and m e ta l s ta n d . 1 - 6" J o i n t e r . 1 - G rin d in g W heel— e l e c t r i c and b u f f e r c o m b in a tio n . 1 - L a p id a ry saw 1 - Bandsaw 67 1 - E l e c t r i c f l a t i r o n 1 - T w o -b u rn er e l e c t r i c h o t - p l a t e . 1 - P a p e r c u t t e r — 24" b l a d e . 1 - P e n c il s h a r p e n e r . 1 - P o r ta b le sew ing m a ch in e , w ith s p e c i a l h e a d f o r l e a t h e r . 1 - 1/ 2 " g ro m m e t-se t f o r d r a p e r i e s , d e c o r a tio n s , e t c e t e r a . 2 - Comet ta c k e r s and s t a p l e s . S p e c ia l e q u ip m e n t. The f o llo w in g l i s t o f s p e c ia l e q u ip m ent and h an d t o o l s a re th o s e l i s t e d b y W inslow in h i s B a ltim o re ^ , 15 s tu d y : 3 - B i t s , b r a c e , d o w el, e x te n s io n l i p , s h o r t : 1 - 1 / 2 " , 1 - 3 / 8 " , 1 - 1 /4 » . 3 B i t s , b r a c e , F o r s t n e r , s h o r t : 1 - I / 2 " , 1 - 1 / 4 " , 1 - B ra c e , b i t , 8" sw eep. 4 - C h i s e ls , b e v e l- e d g e , p o c k e t 3 1 - 1/ 2 " , 1 - 1 /2 " , 1 3/ 4 " , 1 • 1 " . 6 - C lam ps, "C ", 4 - in c h o p e n in g ; 8 - in c h o p e n in g . 1 - P i l e , b a s t a r d , f l a t , 1 x 10 in c h e s . 1 - F i l e , b a s t a r d , h a l f ro u n d , 1 x 10" 4 - G ouges, b e n t , o u ts i d e , r e g u l a r sw eep, f ir m e r ta n g , h a n d le : 1 - 3 / I 6 » , 1 - 1 /2 " , 1 - 3 /4 " , 1 - 1 " . 2 - Hammers, claw adze e y e , 7 o u n c e s. No. 3 . 6 - H a n d le s, f i l e . No. 2 f o r f i l e s 8 to 10 in c h e s lo n g . 13 I b i d ., p . 7 . 68 2 - K n iv e s , slo y d » 2 • M a lle t s , hardw ood, 2 l / 2 In c h i n d ia m e te r# 2 - M arking g a u g e s , boxwood* 1 - O ils to n e , i n m e ta l box# 2 - P la n e s , sm ooth b o tto m , 2 - ln c h c u t t e r , B a ile y , No# 4 , S ta n le y , 9 - in c h o v e r a ll* 1 - P l i e r s , 6 1 / 2 ” b u tto n p a t t e r n . 1 - P l i e r s , 8 in c h b u tto n , and w ire c u t te r s # 4 - R asp , c a b i n e t , h a l f ro u n d , 10 in c h e s# 2 - R u le s , hardw ood, 24 in c h e s# 2 - Saws, b a c k , 10 in c h e s # 6 - Saw s, c o p in g , w ire fram e f o r p in p a t t e r n b la d e s # 6 - d o zen Saw b la d e s (c o p in g ) p in p a t t e r n , dozen to package# 1 - Saw, c r o s s c u t, 18 in c h , 9 p o i n t . 1 - Saw, R ip , 22 in c h , 6 p o in t# 1 - Screw d r i v e r , 2 1 /2 ” b la d e # 1 - Spoke s h a v e , a d j u s ta b l e c u t te r # 1 - T ry s q u a r e , 8 - ln c h . 4 - B e v e l p o in t l e a t h e r k n iv e s# 6 - S ta n d a rd d o u b le end l e a t h e r m o d elin g to o ls # 4 - S in g le tu b e s p r in g p u n ch es f o r l e a t h e r w ith s i z e 0 tu b e s# 1 - D riv e punch f o r l e a t h e r s i z e Ho# 2# 1 - D riv e punch f o r l e a t h e r s i z e Ho# 7# 1 - Snap b u tto n f a s t e n i n g o u t f i t f o r le a th e r # 1 - E y e le t s p r e a d e r f o r le a th e r # 69 3 - S ta n d a rd je w e le r* s saw fram es 5 In c h deep# 1 - g r o s s Je w e le r* s saw b la d e s s i z e Ho* 2 o r Ho* 3* 6 - J e w e le r 's n e e d le f i l e s , one e a c h f l a t , h a l f ro u n d , ro u n d . T r i a n g u la r , k n i f e , and sq u a re * 1 - 4 - in c h f l a t f i l e * 1 - 4 - in c h h a l f ro u n d f i l e * 1 - Hand p o lis h in g b u ff* 1 - Egg b e a t e r ty p e d r i l l * 1 - dozen a s s o r t e d d r i l l p o i n t s f o r egg b e a t e r ty p e d r i l l . 1 - S c r ib e r f o r p l a s t i c s o r m etal* 2 - 8 -o u n ce B a ll- p e i n hammers w ith w e ll p o lis h e d f a c e s . 1 - p a i r M etal s n ip s 9 in c h e s lo n g . V is u a l i n s t r u c t i o n eq uipm ent w i l l n o t be l i s t e d h e r e o th e r th a n th e s c re e n w h ich sh o u ld be p erm an en t eq uipm ent in th e a r t room i f th e r e i s no p r o v is io n made e ls e w h e re i n th e b u i l d i n g f o r show ing p ic tu r e s # V II# SU M M A RY OF THE CHAPTER I n th e many added r e s p o n s i b i l i t i e s w h ich a r t m ust assum e i n th e new e d u c a tio n , th e r e a p p e a rs a n e e d f o r a m ore fu n c t i o n a l ty p e o f w orkshop# I n o r d e r to p ro v id e f o r e x p e rie n c e i n many m ed ia and f i e l d s , an en v iro n m en t i s r e q u ir e d w hich th e u s u a l ty p e o f a r t room i s h a r d ly c a p a b le o f fu rn is h in g * The a b i l i t y to d e s ig n su c h a room i s th e jo b o f a s p e c i a l i s t , b u t o n ly a f t e r a co m p lete u n d e r s ta n d in g o f th e e d u c a tio n a l im p li c a tio n s in v o lv e d # The p la n o f th e room a s o f f e r e d d o es n o t 70 p ro p o se t o b e th e s o l u t i o n f o r a l l a r t rooms# The i n d i v i d u a l s c h o o l m u st a n a ly z e i t s p ro b lem s and d e te rm in e j u s t how much o f th e program c a n be a c c e p te d , and a d j u s t th e p la n a c c o rd in g ly # P h a se s o f th e d e s ig n w h ich can w e ll be u t i l i z e d b y any s c h o o l a r e th o s e w h ich have to do w ith th e c o lo r and l i g h t i n g o f th e room* T hese two e le m e n ts o f d e s ig n can be c o n s id e r e d th e m o st im p o rta n t in c r e a t i n g th e en v iro n m en t* E ig h t w ith o u t th e p r o p e r c o l o r , and c o l o r q u a l i t y , can b e made u n b e a ra b le # C o lo r q u a l i t y h e re c o n c e rn s th e v a lu e and .i n t e n s i t y o f th e c o lo r and can be d e te rm in e d b y th e u s e o f th e c o l o r com pass# The p la c e m e n t o f th e c o lo r s on th e v a r io u s s u r f a c e s o f th e room i s d e te rm in e d b y th e am ount o f d i r e c t l i g h t w hich th e w a ll r e c e iv e s # The more l i g h t , th e v a lu e o f th e c o l o r u s e d s h o u ld be d a rk e r# The f u r n i t u r e and eq u ip m en t o f a l l k in d s l i s t e d i s b a s e d on l i s t s g iv e n by a u t h o r i t i e s in th e f i e l d and on th e e ^ e r i e n c e o f th e w r i t e r o f t h i s t h e s i s i n y e a r s o f a r t te a c h in g a t t h i s l e v e l . CHAPTER VI SUM M ARY, CONCLUSIONS, AND RECOMÎENDATIONS The p re c e d in g c h a p te r d e v e lo p e d th e p h y s ic a l f a c i l i t i e s f o r te a c h in g an a r t program b a s e d on th e f in d in g s o f t h i s stu d y # T h is c h a p te r p r e s e n ts a summary o f th e i n v e s t i g a t i o n , th e c o n c lu s io n s w h ich may b e draw n from th e s tu d y , and recom m e n d a tio n s w hich a r e deemed n e c e s s a r y in o r d e r t o b r in g ab o u t a m ore f u n c t i o n a l program o f a r t te a c h in g # I# SU M M A R Y The p u rp o se o f t h i s i n v e s t i g a t i o n was to d e v e lo p th e e d u c a tio n a l p la n n in g f o r an a r t program i n a s e n io r h ig h sc h o o l* The w orks o f le a d in g e d u c a to r s , i n th e a r t f i e l d , a s w e ll a s in th e f i e l d o f g e n e r a l e d u c a tio n have b ee n th e so u rc e o f m o st o f th e m a te r ia l# The in f o r m a tio n a s assem b led d e v e lo p s a p a t t e r n w h ich f i r s t d e te rm in e s th e v a lu e o f a r t to s o c i e t y , and i t s p la c e i n e d u c a tio n . Once th e v a lu e o f th e s u b je c t h a s been a s c e r t a i n e d , an o v e rv ie w o f th e aim s and o b j e c t i v e s f o r a r t a s i t h a s d e v e lo p e d in th e U n ite d S ta te s i s g iv e n , i n o r d e r to b e t t e r u n d e r s ta n d c u r r e n t tre n d s # As a p r e lim in a r y to d e te rm in in g th e p h y s ic a l f a c i l i t i e s , a th o ro u g h s tu d y o f c o n te n ts and m ethods f o r a r t te a c h in g was made# 71 72 I t was deem ed n e c e s s a r y t o c l a r i f y c e r t a i n c o n fu s io n s r e g a r d in g a r t , i n o r d e r to d e te rm in e i t s t r u e p la c e i n ed u c a tio n # The b a s ic c o n c e p tio n o f a r t was a sim p le e x p r e s s io n o f m a n 's n e e d s and im p u lse s# As c i v i l i z a t i o n becam e m ore and m ore com plex, h o w ev er, i t c e a s e d to b e th e sim p le e x p r e s s io n i t once h a d been# I t becam e a lu x u ry o u t o f th e r e a c h o f th e common man# W e a r e now a t a s ta g e o f d ev elo p m en t w here th e s e m is c o n c e p tio n s m u st be e l im in a te d , i f th e m asses o f o u r p e o p le a re to have th e b e n e f i t o f e x p e rie n c in g th o s e th in g s w h ich a r e b a s i c to a n o rm al and s a t i s f y i n g way o f l i f e # The n a t u r e o f th e s e v e r a l c o n c e p ts w h ich have b een h e ld i n r e l a t i o n t o th e m eaning o f a r t , have l i m i t e d th e s u b je c t# The n a rro w v ie w p o in t t h a t d raw in g a lo n e i s a r t , i s a m ost dam aging o n e , and i s r e s p o n s ib le f o r many sc h o o l a d m in is t r a to r s t h i n k i n g .o f i t a s a f r i l l , an d n o t n e c e s s a r y to e d u c a tio n # The o b je c t c o n c e p t i n w h ich th e th in g made i s th e a r t , r a t h e r th a n th e m eans o f i t s c r e a t i o n , h e ld sway f o r some tim e i n a r t e d u c a tio n # The I n d u s t r i a l R e v o lu tio n c a n be h e ld r e s p o n s ib le f o r th e s e p a r a tio n o f a r t fro m u t i l i t y th ro u g h i t s a tte m p t to i m i t a t e th e h a n d ic r a f ts # E x c lu s iv e g ro u p s i n s o c i e t y a v o id e d fo rm s o f a r t w h ich c o u ld b e d u p li c a te d b y m ass p r o d u c tio n m e th o d s, and p a t r o n iz e d th o s e a r t s w h ich w ere beyond th e r e a c h o f th e m a sse s . Thus h a s grown up th e b e l i e f t h a t a r t i s a l e i s u r e - c l a s s lu x u ry # T h is th e o r y h a s b ee n r e s p o n s i b le f o r many s c h o o l a d m in is t r a to r s 73 e lim in a tin g th e s u b je c t a s a p a r t o f th e s c h o o l program * The m ore r e c e n t id e a i s t h a t th e d e s i r e to c r e a t e and t o e x p e rie n c e a r t i s a b a s ic u rg e to a l l , and s h o u ld be a p a r t o f n o rm al l i f e a c t i v i t i e s . What i s c r e a te d and th e q u a l i t y o f th e th in g p ro d u c ed a r e o f s e c o n d a ry im p o rta n ce * A b i l i t y t o c r e a t e v a r i e s in d e g re e w ith th e i n d i v i d u a l , b u t a l l can become i n t e l l i g e n t consum ers ev en th o u g h t h e i r a b i l i t y t o c r e a t e i s o f a l e s s e r d e g re e . The s e g r e g a tio n o f th e v a r io u s ty p e s o f a r t work h a s r e s u l t e d i n much c o n f u s io n , and m akes im p o s s ib le u n i t y o f p u rp o se and th in k in g w ith in th e f i e l d . W hile many s c h o o ls l i s t a c o n s id e r a b le num ber o f a r t f i e l d s i n t h e i r c a t a l o g s , th e d i v i s i o n can b e n arro w e d down c h i e f l y a s one betw een th e " F in e A rts ” and th e " P r a c t i c a l A r t s . ” Work i n th e shop i n m e ta l o r wood i s no l e s s " f i n e ” th a n t h a t w h ich i s done on can v as o r p a p e r i n p a i n t o r c h a r c o a l, and th e b a r r i e r s s e p a r a tin g th e a r t s m u st b e e lim in a te d in th e s e c o n d a ry s c h o o ls , i f a r t i s to f u n c tio n a s an i n t e g r a l p a r t o f c i v i l i z a tio n * E d u c a tio n m ust soon r e c o g n iz e t h i s f a l l a c y w h ich h a s p e r s is te d * The id e a t h a t a r t p ro c e e d s w ith l i t t l e o r no in f lu e n c e from s o c i e t y , w h ile s t i l l h e ld b y som e, h a s b e e n outm oded b y a new c o n c e p t w h ich b e l ie v e s t h a t th e a r t s a r e d e te rm in e d to a la r g e e x t e n t b y th e s o c i a l and econom ic sy stem s i n w h ich th e y dev elo p * Some a r t p r o s p e r s i n a l l k in d s and c o n d itio n s o f s o c i e t y , b u t th e c o n se n su s i s t h a t th e fo rm o f a r t v a r ie s * 74 The v ie w p o in t t h a t a r t i s a b a s i c com ponent i n t e g r a t i n g w ith o t h e r im p u lse s to b u i l d s o c i e t y , and t h a t i t i s one o f th e p rim a ry d e te rm in in g com ponents t h a t make s o c i e t y w hat i t i s , a r e g e n e r a lly a c c e p te d by a u t h o r i t i e s . I f a r t i s a b a s ic com ponent o f l i v i n g , as th e s e a u t h o r i t i e s i n d i c a t e , t h e i r v iew s p o i n t c o n c lu s iv e ly to th e f a c t t h a t a r t i s a n e c e s s a r y p a r t o f th e s e c o n d a ry s c h o o l p ro g ram , e q u a lly a s im p o r ta n t a s E n g lis h o r th e s c ie n c e s . The n e e d f o r im provem ent i n m aking c h o ic e s many tim e s d a i l y o f an a e s t h e t i c n a t u r e , b o th i n home l i f e and com m unity l i f e f o r e v e ry n o rm al p e r s o n , p r e s e n ts a c h a lle n g e t o e d u c a tio n , and more s p e c i f i c a l l y to a r t e d u c a tio n . The g ro w th o f c o n c e p ts f o r a r t te a c h in g h a s b een an i n t e r e s t i n g o n e . F o r a lo n g tim e th e i n s p i r a t i o n f o r te a c h in g came fro m E u ro p e . T r a in in g c o n s is te d m o s tly o f copyw ork, and e x c e lle n c y was e x p e c te d . The g i f t e d s tu d e n t was h appy u n d e r su ch m ethods and d id w e ll , w h ile th o s e w ith l e s s e r a b i l i t y w ere d isc o u ra g e d * The fo rm a lism o f th e I m p r e s s io n i s t S c h o o l, w ith d e s ig n and c o l o r , a s w e ll a s th e s t r e s s i n g o f p r o f ic ie n c y and a b i l i t y , c o n t r ib u t e d l i t t l e * The E x p r e s s io n i s ts gave t o th e s c h o o ls i n t h i s c o u n try a new l i f e i n a r t . U nder th e in f lu e n c e o f t h i s s c h o o l, th e i n d i v i d u a l and h i s d ev elo p m en t becam e im p o r ta n t. C r e a tiv e s e l f - e x p r e s s i o n becam e th e new w ord i n a r t te a c h in g , and came to b e r e c o g n iz e d a s th e g r e a t e s t s i n g l e d ev elo p m en t i n a r t 75 e d u c a tio n and g e n e r a l e d u c a tio n a l i k e . M a ste ry o f th e a r t o f l i v i n g , an d b e in g c a p a b le o f s o lv in g p ro b lem s v h ic h a r i s e o u t o f e v e ry d a y l i v i n g , a r e th e m a jo r t a s k s w h ich a r t ed u c a t i o n f a c e s . A rt e d u c a tio n m ust h av e a s i t s c h i e f aim th e g ro w th o f a l l i n d i v i d u a l s i n r i c h en jo y m en t and e f f e c t i v e l i v i n g , and th e c r e a t i o n o f a s o c i e t y w here su ch l i v i n g i s p o s s i b l e f o r a l l . The p ro b lem o f w hat to o f f e r i n a c u r r ic u lu m w hich s h a l l a c c o m p lish th e aim s a s g iv e n , i s in d e e d a g r e a t o n e. A u th o r itie s a g re e t h a t to s e t f o r t h w ith any e x a c tn e s s w hat s h a l l b e t a u g h t , w ould be c o n tr a r y to th e e x i s t i n g p h ilo s o p h y . I t i s a g re e d t h a t w h a te v e r th e c o n te n t, i t m u st grow o u t o f th e n e e d s o f th e s t u d e n t s . T h is p o i n t s t o a new ty p e o f o f f e r in g i n th e s c h o o ls — a new c u rric u lu m i n w h ich w i l l b e o f f e r e d a c t i v i t i e s and e x p e rie n c e s o v e r a w ide a r e a o f i n t e r e s t s , any o f w h ich th e s tu d e n t may e l e c t t o p u rsu e* The i d e a l m ethod o f p r e s e n tin g th e w ork i s e x p la in e d a s a m id d le g ro u n d , betw een g iv in g s e t p ro b lem s on th e one h a n d , and a b s o lu te freed o m on th e o th e r* The new s tu d e n t, o r one w ith l e s s e r a b i l i t y , n e e d s d e f i n i t e a s s ig n m e n ts and m ore g u id a n c e , w h ile th e e x p e rie n c e d and m ore g i f t e d s tu d e n t, can ch o o se p ro b lem s o f h i s own. The im p o rta n t t h in g i s to s t a r t w here th e s tu d e n t i s , and g u id e him th ro u g h more d i f f i c u l t and com plex p ro b lem s a s h e becom es c a p a b le . I n s t r u c t i o n m ust become i n d i v i d u a l i z e d . Mass p r o d u c tio n m ethods a re n o t 76 th e an sw er to a c c o m p lis h in g th e edms w h ich a r t m u st c la im i n t h i s new e d u c a tio n * The u s u a l a r t ro o m s, a s t h i s s tu d y h as o u t l i n e d , w ould p ro v e in a d e q u a te a s an e n v iro n m en t f o r te a c h in g a r t* The fu n c t i o n a l p la n n in g o f s p a c e t o h e u s e d a s a w orkshop f o r c a r r y in g on th e many a c t i v i t i e s w hich w i l l b e n e c e s s a r y i n th e program o f t h i s n a t u r e , r e q u i r e s th e work o f a s p e c i a l i s t * The a r c h i t e c t , who i s th e s p e c i a l i s t i n t h i s c a s e , m ust be f u l l y aw are o f th e e d u c a tio n a l im p lic a tio n s in v o lv e d * Each s c h o o l m ust a n a ly z e i t s own p ro b le m s , an d o f f e r a s many o f th e p ro p o se d a c t i v i t i e s a s i s p o s s ib le * P h a se s o f th e d e s ig n o f th e room w h ich can w e ll be u t i l i z e d b y any s c h o o l, even i f a lr e a d y b u i l t , a r e th o s e e le m e n ts c o n c e rn in g th e c o lo r an d l i g h t i n g o f th e room . T hese a r e th e two m o st im p o rta n t e le m e n ts i n c r e a t i n g th e en v iro n m e n t o f th e room . P ro p e r l i g h t and e q u a lly good c o lo r c h o ic e s a r e im p o rta n t to a happy s o lu t io n o f any p la n n in g p ro b le m . F u r n i t u r e and eq u ip m en t a r e d e s ig n e d t o o f f e r o p p o r tu n iti e s o f w ork i n any o f th o s e a c t i v i t i e s w h ich w i l l b e o f f e r e d . Ample c o n s id e r a tio n f o r d is p l a y and s to r a g e a r e a s s h a l l b e g iv e n . I I * CONCLUSIONS 1* A rt h a s alw ay s been a m eans o f e x p r e s s io n f o r man k in d s in c e e a r l i e s t tim e s . 2 . C e r ta in c o n fu s io n s r e g a r d in g a r t h av e h a d a te n d e n c y 77 t o r e t a r d I t s d ev elo p m en t in e d u c a tio n i n th e U n ite d S ta te s * 3* A rt i s a b a s i c com ponent i n t e g r a t i n g w ith o t h e r im p u ls e s to b u i l d s o c i e t y , an d i s one o f th e p rim a ry d e t e r m in in g com ponents, t h a t m akes s o c i e t y w hat i t is * 4* A rt i s e q u a lly a s im p o rta n t a p a r t o f th e se c o n d a ry s c h o o l c u rric u lu m a s E n g lis h o r th e s c ie n c e s * 5* The a c c e p ta n c e o f c r e a t i v e s e l f - e x p r e s s i o n i s th e g r e a t e s t s in g l e d ev elo p m en t i n th e h i s t o r y o f a r t e d u c a tio n and g e n e r a l e d u c a tio n a s w e ll* The i n d i v i d u a l and h i s d e v e lo p m ent i s now a l l im p o rta n t* 6* The c h i e f aim o f a r t e d u c a tio n i s to prom ote th e g ro w th o f i n d i v i d u a l s i n r i c h en jo y m en t and e f f e c t i v e n e s s , and e n c o u ra g e them to c r e a t e a s o c i e t y w here su c h l i v i n g i s p o s s i b le f o r a l l * 7 . The new c u rric u lu m m u st be an o u tg ro w th o f th e n e e d s o f th e s tu d e n t* I t s h a l l o f f e r a c t i v i t i e s and e x p e rie n c e s o v e r a w ide a r e a o f i n t e r e s t s , an y o f w h ich th e s tu d e n t may e l e c t t o p u r s u e . 8* I n s t r u c t i o n m ust b e in d iv id u a liz e d * M ass p ro d u c tio n m ethods w i l l n o t s u f f ic e * 9* The u s u a l ty p e o f a r t room w i l l b e in a d e q u a te . The a r e a m u st b e d e v e lo p e d to f i t th e a c t i v i t i e s a s w e ll a s th e n e e d s o f th e s tu d e n ts # io a r e t o w ork t h e r e . T h is w i l l r e q u ir e th e s e r v i c e s o f a s p e c i a l i s t . 10* The a r c h i t e c t , who i s th e s p e c i a l i s t , m u st be f u l l y 78 aw are o f th e e d u c a tio n a l im p lic a tio n s in v o lv e d when he d e s ig n s th e sch o o l* I I I * RECOIMENDATIONS The f o llo w in g recom m endations may h e o f f e r e d a s a r e s u l t o f t h i s stu d y s 1* A ll s tu d e n ts s h o u ld h av e th e o p p o r tu n ity o f e x p e r i e n c in g a r t* 2* E v ery h ig h s c h o o l c u rric u lu m s h o u ld c o n s id e r a r t a s an e s s e n t i a l p a r t o f th e program * 3 , The s u p e r f i c i a l d i v i s i o n b etw een th e P in e A rts and th e P r a c t i c a l A rts m u st b e e lim in a te d * I t i s b o th p r a c t i c a l and l o g i c a l t h a t th e two be com bined. 4* More i n s t r u c t o r s sh o u ld te a c h a r t i n c o n n e c tio n w ith t h e i r o th e r s u b j e c t s , o r a t l e a s t s h o u ld c o o r d in a te t h e i r w ork w ith th e a r t w orkshop. 5* More a t t e n t i o n s h o u ld be g iv e n t o th e p la n n in g o f th e p h y s ic a l e n v iro n m e n t. 6* E d u c a to rs an d a r c h i t e c t s m u st w ork to g e th e r i n o r d e r t o c r e a t e s c h o o ls w hich w i l l f u l f i l l th e n e e d s o f m odem e d u c a tio n . BIBLIOGRAPHY BIBLIOGRAPHY A. BOOKS Dewey, Jo h n , A rt a s E x p e rie n c e . New Y ork; M in to n , B a lc h & C o ., 1 9 3 4 . 35F p p . A m ost p ro fo u n d d is c u s s io n r e g a r d in g th e p h ilo s o p h y o f a r t , and f a r - r e a c h i n g i n i t s c o n t r ib u t i o n to th e n ew er th in k in g r e g a r d in g a r t . A v a lu a b le b ac k g ro u n d f o r one who e n d e a v o rs to f e e l th e tr e n d s i n o u r e d u c a tio n a l program to d a y . H a g g e rty , M elvin E . , A rt a Way o f L i f e . M in n e a p o lis : The U n iv e r s ity o f MinnesolEa W e s s , Ï 9 ^ 5 . 43 p p . M onograph No* 1 e x p la in in g th e O w atonna A rt P r o j e c t , an e j^ e r im e n t d e s ig n e d to f i n d new m a t e r i a l s and m ethods f o r a r t i n s t r u c t i o n i n th e sc h o o ls* P a r t i c u l a r l y v a lu a b le to t h i s s tu d y f o r i t s p h ilo s o p h y r e g a r d in g th e new th in k in g i n a r t . 3 E n rich m en t o f th e Common L i f e . M in n e a p o lis : The U niverslL^y bf^B flnnesotaT l ^ e s s , 1938* 36 p p * The t h i r d o f th e s e r i e s o f m onographs on th e e x p e rim e n t a t Owatonna* More o r l e s s a r e s ta te m e n t an d an e x p a n sio n o f th e g e n e r a l p h ilo s o p h y an d th e o r y on w h ich th e p r o j e c t i s based* C o n ta in s c o n s id e r a b le in f o rm a tio n a s t o how th e p r o j e c t h a s b een d e v e lo p e d . K la r , W a lte r H*, Leon L* W inslow , and C* V a le n tin e K irb y , A rt E d u c a tio n i n P r i n c i p l e and P r a c t i c e , S p r i n g f ie l d , M a s s a c h u s e tts l M ilto n B ra d le y Company, 1933. 422 p p . A g e n e r a l t e x t on th e s u b je c t o f a r t e d u c a tio n i n th e o ry and p r a c t i c e . V a lu a b le a s a b ac k g ro u n d f o r th e new t h in k in g in r e g a r d t o a r t e d u c a tio n a s we know i t to d a y . A ll th r e e a u th o rs a r e a u t h o r i t i e s i n t h e i r own r i g h t and t h e i r com bined y e a r s o f te a c h in g e x p e rie n c e w ould a p p e a r im p re s siv e * K rey , A. C*, A C i ty T h a t A rt B u i l t * M in n e a p o lis : U n iv e r s ity o f M in n e so ta t r e s s , 1Ô3S* 14Ô pp* Number two i n a s e r i e s o f r e p o r t s on th e p r o g r e s s o f th e Owatonna A rt P r o je c t* An h i s t o r i c a l s u p p o rt o f th e th in k in g w h ich s e t s up a r t a s a way o f l i v i n g , a s 80 81 sometliing whicix grows up out of the hum an urges to fu ll and profitable living* A valuable contribution in support of the new way of thinking in art* M ac Donald, Rosabell, The Study of Art in the Secondary Schools * N ew York: Henry H oX t & Co. 5§fBpp* Chapters I and I I are particularly stimulating in that they set the stage for the newer concepts in art teaching Kôilch from other sources also are being f e lt a n ecessity. A n up-to-the-minute approach, by one who is and has been for many years a teacher* Nicholas, Florence Williams, N ellie Clare Ma#iood, and Mabel B* T rillin g, Art A ctivities in the Modem School* N ew York: The MacMillan Co. , 39♦ pp. Prepared for the teacher of art rather than for the stu dent. Valuable in this study for i t s point of view, or method of approach in thinking over the problems in art teaching* Pearson, Ralph, The New Art Education* N ew York: Harper & Brothers, 19Î1. pp. Another excellent publication setting forth the picture as to what art education should actually be in our schools. Perry, Kenneth Frederick, to Experiment With a D iversified Art Program* New York : Teachers College, CoTumbia hhiversfty, Ï943* 163 pp. The report of a three-year experiment at Colorado State Teachers' College, organized for the purpose of finding answers to questions which administrators of secondary schools had asked in a questionnaire* O ne of the two most valuable and significant experiments in the history of art education* Read, Herbert, tot and Society* New York: The MacMillan Company, 19*577 A valuable treatise regarding the sociological value of art in our society. Rugg, H a ro ld , and Ann Shum aker, The G M ld -C e n te re d S c h o o l, an A p p ra is a l o f th e New É d u c a tio n * New Y ork: W orld Book C o ., 1968 * 3 6 9 p p . 82 An a p p r a i s a l o f th e c h i l d - c e n t e r e d s c h o o l as one o f th e s i g n i f i c a n t m ovem ents i n e d u c a tio n a l h i s t o r y . C h a p te rs f i f t e e n and s ix t e e n a r e d e v o te d to a r t e d u c a tio n , and i n th e s e a r e d is c u s s e d th e h i s t o r y and s i g n i f i c a n t p la c e o f a r t i n th e new s c h o o ls . S t r i c k l e r , F re d , An A rt A p p ro a c h to E d u c a tio n * New Y ork; A* G. S e i l e r , T 9 I Ï T S l6 p p . P a r t i c u l a r l y v a lu a b le to t h i s s tu d y f o r an e x c e l l e n t p r e s e n t a t i o n o f th e n ew er th in k in g r e g a r d in g a r t e d u c a tio n * T a n n a h ill, S a i l l e B*, F in e A rts f o r P u b lic S ch o o l A d m in is tra t o r s . New Y o rk ; B u reau o f P u b l i c a t i o n s , T e a c h e rs CoTLege, G o IS n b ia U n iv e r s it y , 1932. 146 p p . A s tu d y o f th e g e n e ra l c o n s id e r a tio n s i n th e d ev elo p m en t o f a r t i n th e p u b lic s c h o o l^ An e x c e l l e n t h i s t o r i c a l a n a ly s is o f th e m ethods o f ( ^ a c h i n g th e a r t s . W h itfo rd , W illiam G*, An I n tr o d u c tio n to t o t E d u c a tio n . New Y o rk ; D. A ppleïïon S c Co*, 1 9 2 9 . 5 5 7 p p . A m o st co m p lete t r e a t i s e on th e h i s t o r y , alm s, and m ethods o f a r t e d u c a tio n * An e x c e l l e n t r e f e r e n c e on a lm o st any p h a se o f a r t e d u c a tio n . W inslow , Leon L o y a l, O rg a n iz a tio n and T ea ch in g o f t o t , A P ro gram f o r t o t E d u c a tio n i n 'Æ e S c h o p ïs . R e v is e d and e n la r g e d e d i t i o n ; B a ltim o re ; W arwick & Y o rk , I n c * , 1 9 2 8 . A v a lu a b le work r e g a r d in g c o n te n t and m ethods o f a r t ed u ca tio n * , A rt in S eco n d ary E d u c a tio n * New Y ork: McGraw-iELll ~ ~ * 7 P u b lT iH in g dom psiiy, 1941. 59d pp* An e x c e l l e n t t r e a t i s e on th e s i g n i f i c a n c e o f a r t i n ed u c a t i o n , b y one o f th e le a d e r s i n th e a r t f i e l d i n th e U n ite d S t a t e s . Mr* W inslow b e c a u s e o f h i s b ro a d e x p e rie n c e b o th a s a te a c h e r and a d m in is t r a to r i s w e ll e q u ip p e d . He p r e s e n t s w e ll th e n ew er v ie w p o in t to w ard a r t e d u c a tio n in th e se c o n d a ry s c h o o l, i t s a r e a s o f in f lu e n c e and te a c h in g * W rin k le , ll&j. L aw rence, The New H igh S ch o o l i n t he M aking. New Y o rk ; A m erican Book Com pany/ Ï9 3 é . 3ÏÔ' pp* A d is c u s s io n o f th e v a r io u s b a s ic c o u rs e s in th e h ig h sc h o o l* C h a p te r VI d e a ls e x c lu s iv e ly w ith th e f i e l d o f 83 th e A rts# P a r t i c u l a r l y v a lu a b le t o t h i s i n v e s t i g a t i o n f o r i t s c o n t r i b u t i o n r e g a r d in g c o n te n t and m ethod f o r a r t te a c h in g . The se c o n d c h a p te r , t o o , h a s v a lu a b le in fo rm a t i o n r e g a r d in g th e v a lu e and p la c e o f a r t i n e d u c a tio n . Z ie g f e ld , Edw in, and Mary E lin o r e S m ith , A rt f o r D a ily L iv in g . M in n e a p o lis : The U n iv e r s ity o f M in n e so ta i ^ e s s , Ï9 4 4 '. 155 p p . A p r e s e n t a t i o n o f th e r e s u l t s o f th e f i v e - y e a r s tu d y a t Ow atonna, and th e I m p lic a tio n s w hich th e s tu d y h o ld s f o r a r t i n s t r u c t i o n i n A m erica. A v a lu a b le t r e a t i s e on th e m ost s i g n i f i c a n t e x p e rim e n t i n th e h i s t o r y o f a r t ed u ca t i o n . B . PERIODICAL ARTICLES B r e i d e r t , 0 . H ., "An A r c h i t e c t 's View o f th e P o s t War S c h o o l,” A m erican S ch o o l B o ard J o u r n a l, 1 1 2 :4 5 , J a n u a ry , 1 9 4 6 . A d is c u s s io n o f th e f u n c t i o n a l p la n n in g o f a s c h o o l b u i l d in g . New m ethods and m a t e r i a l s f o r c o n s t r u c t i o n . Cox, G eorge J . , "M odem T re n d s i n A rt E d u c a tio n ,” T e a c h e rs C o lle g e Record., 3 1 :5 1 3 -5 1 4 , M arch, 1 9 30. A v a lu a b le a r t i c l e r e g a r d in g th e d ev e lo p m e n ts o f a r t a s a s u b j e c t , and p a r t i c u l a r l y c o n c e rn in g m eth o d , D 'A m ico, V ic t o r , "A M odem A rt Room,” P r o g r e s s iv e E d u c a tio n , 8 :5 7 5 , N ovem ber, 1 931. A good d e s c r i p t i o n o f w hat an a r t room s h o u ld b e l i k e . G ra v e s, A. D ., " A rt C o n tr ib u te s to a L iv in g C u rric u lu m ," D e sig n , 4 1 :1 1 -1 2 , A p r i l, 1 9 4 0 . An i n t e r e s t i n g a s w e ll a s in f o r m a tiv e a r t i c l e r e g a r d in g w hat a r t s h o u ld r e a l l y b e . Longman, L . D ., “P la n n in g th e F in e A rts P la n t f o r C o o rd in a t i o n and F l e x i b i l i t y o f U s e ,” A m erican S ch o o l and U n iv e r s i t y , 1 9 4 5 , p p . 1 2 7 -1 2 8 . W hile n o t p e r t a i n i n g to th e h ig h - s c h o o l l e v e l , t h i s a r t i c l e d is p l a y s some sound th in k in g r e g a r d in g th e p r a c t i c a l s id e o f p r o v id in g f o r a F in e A rts p l a n t . 84 M atson, V ir g i n ia P . , an d Edward J , M atso n , " D e sig n in g an d C r e a tin g T om orrow 's S c h o o ls ," A m erican S ch o o l B o ard J o u r n a l, 1 1 2 :2 7 -2 8 , J a n u a ry , 1 9 46. An e x c e l l e n t , im a g in a tiv e a r t i c l e a s t o w hat o u r s c h o o ls s h o u ld he l i k e . M u r s e ll, Jam es L . , "The E d u c a tio n a l I n t e g r a t i o n o f th e A r ts ," T e a c h e rs C o lle g e R e co rd , 3 9 :1 2 1 -1 2 3 , Novem ber, 1 9 37. A p l e a f o r a r t e d u c a to r s to lo o k t o th e p ro b lem o f i n t e g r a t i n g a r t w ith o th e r e le m e n ts o f o u r s c h o o l c u r r ic u lu m , a b a s i c c o n c e p t f o r tiie u n d e r ly in g p h ilo s o j^ y o f t h i s s tu d y . My8oh, L ., " C o n s tr u c tiv e A rt C u rric u lu m f o r S eco n d ary S c h o o ls ," S ec o n d a ry E d u c a tio n , 1 0 :2 1 -2 , F e b ru a ry , 1941. An i n t e r e s t i n g a p p ro a c h to e v o lv in g an a r t c u rric u lu m . N y q u is t, F r e d e r ic k , "Some H i s t o r i c a l Aims o f A rt E d u c a tio n ," S ch o o l and S o c ie ty , 2 6 :2 6 -3 1 , J u ly 9 , 1927. Of v a lu e to t h i s s tu d y a s a b ac k g ro u n d r e g a r d in g th e aim s and o b j e c t i v e s o f a r t e d u c a tio n . P a y a n t, F e l i x , " A rt as an I n t e g r a l P a r t o f L i f e ," D e sig n , 4 1 :5 , F e b ru a ry , 1 9 40. A r e i t e r a t i o n o f th e v ie w p o in t t h a t a u t h o r i t i e s e x p r e s s r e g a r d in g th e p la c e o f a r t i n l i f e and e d u c a tio n . P i t t s b u r g P l a t e G la ss C o ., " C o lo r Dynam ics f o r G rade S c h o o ls , H igh S c h o o ls , and C o lle g e s ," 1 9 4 5 . A v a lu a b le a n a l y s i s a b o u t c o lo r i n s c h o o l b u i ld i n g s , th e r e s u l t s o f y e a r s o f r e s e a r c h i n th e f i e l d o f c o lo r and i t s r e l a t i o n t o l i v i n g and w o rk in g . P r i a u l x , A rth u r W ., "Eugene P la n s a S ch o o l o f th e F u tu r e ," A m erican S ch o o l B o ard J o u r n a l, 1 1 2 :5 7 , J a n u a ry , 1 9 4 6 .. A d e s c r i p t i o n and i n t e r p r e t a t i o n o f th e in n o v a tio n s i n th e New C o lin K e lly J u n io r H igh S ch o o l i n E ugene. Of p a r t i c u l a r v a lu e to t h i s s tu d y o n ly a s a b ac k g ro u n d a s t o w hat i s b e in g done i n th e way o f p r o g r e s s iv e p la n n in g o f s c h o o l b u i l d i n g s . S c h o e lk o p f, A lic e , "The A rts in th e New C u rric u lu m ," T e a c h e rs C o lle g e R e co rd , 3 7 :3 8 3 -8 7 , F e b ru a ry , 1 9 36. 85 A r e i t e r a t i o n o f w hat i s h a p p e n in g i n o u r s c h o o ls i n th e new th in k in g r e g a r d in g a r t , an d a r t e d u c a tio n . A d i s c u s s io n o f th e v a lu e s o f t h i s new e d u c a tio n to th e c h i l d and t o s o c i e t y . S t r i c k l e r , F re d , " I n d u s t r i a l A r t s , a F u n d am en tal i n E d u c a tio n ," E a s te r n A rts A s s o c ia tio n B u l l e t i n , 2 4 j 9 . No. 5 , 1 9 3 5 . An i n s i s t i n t o th e c lo s e n e s s o f th e f i n e a r t s and th e i n d u s t r i a l a r t s as o n e . A p r a c t i c a l o u tlo o k on th e a r t s and t h e i r p la c e i n e d u c a tio n . W e llin g to n , J . B ., " P la c e o f th e A rts i n th e P u b lic S ch o o l P ro g ra m ,” P ro g r e s s iv e E d u c a tio n , 1 6 :3 0 8 -1 2 , May, 1 9 3 9 . A b ac k g ro u n d i n th in k in g r e g a r d in g th e p la c e o f a r t i n th e s c h o o ls . W h itfo rd , W. G ., "C hanging P h ilo s o p h y o f A rt E d u c a tio n ," E d u c a tio n , 6 0 :1 6 9 -7 1 , N ovem ber, 1939. A p r o p h e tic a n a l y s is r e g a r d in g th e p la c e o f a r t i n ed u c a t i o n , and more im p o rta n t s t i l l , i t s r e l a t i o n to l i f e . W inslow , Leon L o y a l, " A rt A ccom m odations f o r P o stw a r S c h o o ls ," A m erican S ch o o l B o ard J o u r n a l, 1 1 0 :4 2 -3 , A p r i l, 1 9 4 5 . The r e s u l t s o f a s tu d y c a r r i e d on i n th e B a ltim o re s c h o o ls ; a sound a n a ly s is o f th e v a r io u s f u n c tio n s o f th e a r t room* - - , "P e a c e tim e O b je c tiv e s f o r A rt E d u c a tio n ," E d u c a tio n , WE :3 8 8 -3 9 1 , F e b ru a ry , 1946. An u p - to - th e - m in u te a r t i c l e r e g a r d in g th e p la c e o f a r t i n e d u c a tio n * C* PUBLICATIONS OF LEARNED ORGANIZATIONS F e d e r a te d C o u n c il on A rt E d u c a tio n , A rt E d u c a tio n i n H igh S c h o o ls . New Y ork: E a s te r n A rts As so c i a liio n , "T93Y . " 9Y p p . A s u rv e y on v a r io u s p h a s e s o f a r t e d u c a tio n a s i t c o n c e rn s th e h ig h s c h o o l. I n t e r e s t i n g m ore th a n o f an y r e a l v a lu e t o t h i s s tu d y , i n t h a t i t g iv e s an i n s i g h t i n t o th e o p in io n s o f laym en and s tu d e n ts a l i k e , r e g a r d in g some o f th e im p o r ta n t q u e s tio n s p e r t a i n i n g to a r t . 86 N a tio n a l S o c ie ty f o r th e S tu d y o f E d u c a tio n , " A rt in A m erican L if e and E d u c a tio n ," F o r t i e t h Y earb o o k . B lo o m in g to n , I l l i n o i s : P u b lic S ch o o ls PublX sH ihg Company, 1 9 41. 728 p p . P a r t i c u l a r l y v a lu a b le f o r th e p h ilo s o p h y i t im p a r ts , and w h ich s e t s up a r t as one o f th e p rim a ry d e te rm in in g com p o n e n ts t h a t m akes s o c i e t y w hat i t i s . P r o g r e s s iv e E d u c a tio n A s s o c ia tio n , Com m ission on S eco n d ary S ch o o l C u rric u lu m , The V is u a l A rts i n G e n e ra l E d u c a tio n . New Y ork: D. A p p leto n C e n tu ry C o. ,71940♦ 155 p p . P a r t i c u l a r l y s i g n i f i c a n t to t h i s s tu d y f o r i t s p o in t o f v ie w , as i t r e g a r d s th e p la c e o f a r t i n g e n e r a l e d u c a tio n , and th e re b y th e v a lu e and p la c e f o r a r t i n th e l i f e and d ev elo p m en t o f th e c h i l d . S ch o o l o f E d u c a tio n , I n d ia n a U n iv e r s i t y , P la n n in g P o s t War S ch o o l B u ild in g s , 2 0 :1 1 5 , No. 6 , Novem ber, l9 4 lT (B u reau 'C o o p e ra tiv e R e s e a rc h ) . Some i n t e r e s t i n g r e a c t i o n s b y s c h o o l men and a r c h i t e c t s to w ard th e w hole p ro b lem o f s c h o o lh o u se p la n n in g . L i t t l e r e g a r d in g th e a r t s h o w ev er, b u t v a lu a b le to t h i s s tu d y b e c a u s e o f t h i s o b s e r v a tio n .

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Creator Kirkpatrick, Waldo Adams (author)

Core Title The educational planning of a senior high school arts unit

Degree Master of Science

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education,OAI-PMH Harvest

Format application/pdf (imt)

Language English

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Permanent Link (DOI) https://doi.org/10.25549/usctheses-c37-231753

Unique identifier UC11647821

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Legacy Identifier EP55419.pdf

Dmrecord 231753

Document Type Thesis

Format application/pdf (imt)

Rights Kirkpatrick, Waldo Adams

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

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Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA