Umi Microfilmed 1990 Information to Users
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UMI MICROFILMED 1990 INFORMATION TO USERS The most advanced technology has been used to photograph and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may.be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margin^ and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information C om pany 300 North Zeeb Road. Ann Arbor. Mt 48106-1346 USA 313/761-4700 800/521-0600 Order Number 0022637 A comparative analysis of interpretive strategies and its implications to discipline-based art education Politsky, Rosalie Helen, Ph.D. The Ohio State University, 1000 Copyright ©1000 by Politsky, Rosalie Helen. All rights reserved. UM-I 300 N. Zeeb Rd, Ann Aibor, MI 48106 A COMPARATIVE ANALYSIS OP INTERPRETIVE STRATEGIES AND ITS IMPLICATIONS TO DISCIPLINE-BASED ART EDUCATION DISSERTATION Presented In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Rosalie Politsky, B.F.A., M.A The Ohio State University 1990 Dissertation Committee: Approved by A. Efland K. Marantz ... Advisor R. Bargar Department of Art Education Copyright by Rosalie H. Politsky 1990 DEDICATION To my mother Mildred D. Politsky May all your love and prayers return to you a hundredfold. 11 ACKNOWLEDGEMENTS I wish to express my deep gratitude to Professor Arthur Efland for his guidance and support through the many twists and turns of the final dissertation. Special appreciation goes to Professor Ken Marantz whom I have had the privilege of working with through the process of two degrees over the last nine yepre Professors Kathleen Desmond-Easter and Judith Koroscik have also remained valuable personal and academic resources over the years, along with Professor Robert Bargar who has been a mainstay both to my work and to my personal development. Tremendous gratitude goes to my family, and to my good friends. In particular, I wish to thank my mother, Mildred, my grandmother Helen Margol, my brother Mark Politsky, my sister Jocelyn Matasy, Natalie Simchick, Alfred Margol and all their families, Rev. Kenneth Beznoska, Melanie Kircher, Marilyn Shannon, Lynne Harbert, and Mary Louise Poling. Special gratitude also to Professor Mary Mabry for her friendship and professional support at Bowling Green State University and to Candy Ducat for all her technical expertise. Finally, I wish to remember my deceased father, Paul, and my grandfather, Stanley, who have inspired me with their courage and love. ill VITA August 1, 1949................ Born - Youngstown, Ohio 1974...........................B.F.A., Kent State University, Kent, Ohio 1974-1980..................... Art Specialist, St, Patrick School, Kent, Ohio 1980-1984..................... Art Specialist, St. Brendan School, Youngstown, Ohio 1983.......................... M.A., The Ohio State University, Columbus, Ohio 1964-1987..................... Graduate Teaching Assistant, Department of Art Education, The Ohio State University, Columbus, Ohio 1988-198 9 .................. .. .Graduate Administrative Associate, The Ohio State University, Columbus, Ohio 1989-Presen t .................. Instructor, School of Art, Bowling Green State University, Bowling Green, Ohio FIELDS OF STUDY Major Field: Art Education Professor Arthur Efland Professor Kathleen Desmond-Easter Professor Kenneth Marantz Related Field: Higher Education: Human Development and Human Creativity Professor Robert Bargar iv TABLE OF CONTENTS DEDICATION.............................................. 11 ACKNOWLEDGEMENTS....................................... Ill VITA..................................................... lv LIST OF TABLES.......................................... ix CHAPTER Page I. THE NATURE AND SCOPE OF THE STUDY............. 1 Purpose of the study........................5 Research Questions.......................... 5 Theses of the Study......................... 6 Need for the Study.......................... 7 Delimitations of the Study................ 14 Definition of Terms........................ 15 Assumptions of the Study...................19 Procedural Overview........................ 20 II. REVIEW OF RELATED LITERATURE................. 22 The Dada Movement.......................... 22 Surrealism.................................. 24 Abstract Expressionism.....................26 Post-Painterly Abstraction................ 28 Pop Art and Environments................. 29 Performance and Video...................... 33 v Sculptural Events and Earthworks.......... 38 The Foundations of Ritual..................43 Conclusion and Implications .............. 47 A Survey of Interpretive Strategies....... 48 Phenomenology.............................. 49 Hermeneutics............................... 51 Contemporary Hermeneutics and Reception Aesthetics or Reception Theory............ 55 Structuralism and Semiotics............... 57 Post-Structuralism......................... 64 Deconstruction and Ideologies............. 66 Feminist Criticism...................... ...68 Feminism and Psychoanalysis............... 70 Jacques Lacan: Freud and Post-Structualism.............. 71 Marxist Criticism............ 76 Influence of Lacan on Feminist Theory 79 Political Criticism........................ 81 III. DESIGN OF THE STUDY........................... 84 Social and Educational Research........... 84 Introduction to Mitroff and Kllmann's Methodological Approach to Social Science....... 85 Antecedents to Mitroff and Kllmann........ 89 The Junglan Framework as a Typology of Scientific Typologies...................... 89 Introduction to the Sociological Paradigms of Burrell and Morgan.......... Ill vi Assumptions about the Nature of Society....................................113 The Functionalist Sociology.............. 116 The Interpretive Paradigm................ 120 . , Radical Humanism.......................... 127 Radical Structuralism.....................135 Methodological Conclusions............... 145 Similarities and Differences............. 147 Integrating the Two Models............... 154 The Analysis of Underlying Assumptions...149 IV. A PARADIGMATIC ANALYSIS OF CONTEMPORARY ART, REPRESENTATIVE INTERPRETIVE STRATEGIES AND DISCIPLINE-BASED ART EDUCATION.............. 161 Statement of Purpose...................... 161 Hertz and Levin's Critique of Modernism and Post-Modernism........................ 163 McEvllley's Method of Apprehending Levels of Content Within 20th Century Art............................... 168 A Paradigmatic Analysis of Contemporary Art.......................... 176 A Paradigmatic Analysis of Interpretive Strategies...................183 The Analytic Tradition....................184 Relativism................................ 187 Political Criticism....... 194 A Paradigmatic Analysis of Discipline-Based Art Education........... 210 DBAE Within the Paradigm of the Perennial Analytic........................ 216 vli Interpretation Notions Included In DBAE....................................216 Post-Structuallsm and Political Practice...................................218 V. SUMMARY, CONCLUSIONS, DISCUSSION, IMPLICATIONS AND RECOMMENDATIONS FOR FURTHER RESEARCH............................. 226 Summary....................................... 226 Research Conclusions.........................228 Unintended Findings.......................... 232 Theses........................................ 233 Discussion and Implications................. 234 APPENDICES A. Burrel and Morgan's Four Sets of Assumptions...................................240 B. The Functionalist Sociology..................243 C. The Interpretive Sociology...................253 D. The Radical Humanist Sociology.............. 256 E. The Radical Structuralist Sociology......... 264 REFERENCES............................................. 269 viii LIST OF TABLES TABLE PAGE 1. The Analytic Scientist and the Particular Humanist...............................105 2. The characteristics of the Analytic . Scientist.......................................... 107 3. The characteristics of the Conceptual Theorist................................. 108 4. The characteristics of the Conceptual Humanist............................... ............109 5. The characteristics of the Particular Humanist....... ................................... 110 6. The sociological assumptions of the subjectivist and objectivlst approach to the social sciences...............................113