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Russian Art Education: a Study on Post-Soviet Perspectives

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Russian Art Education: a Study on Post-Soviet Perspectives Georgia State University ScholarWorks @ Georgia State University Art and Design Theses Ernest G. Welch School of Art and Design 8-3-2006 Russian Art Education: A Study on Post-Soviet Perspectives Rosaria E. Bang Follow this and additional works at: https://scholarworks.gsu.edu/art_design_theses Recommended Citation Bang, Rosaria E., "Russian Art Education: A Study on Post-Soviet Perspectives." Thesis, Georgia State University, 2006. https://scholarworks.gsu.edu/art_design_theses/8 This Thesis is brought to you for free and open access by the Ernest G. Welch School of Art and Design at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Art and Design Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. RUSSIAN ART EDUCATION: A STUDY ON POST-SOVIET PERSPECTIVES by ROSARIA E. BANG Under the Direction of Melody Milbrandt ABSTRACT This cross-cultural case study was conducted through questionnaire format by way of email correspondence with eight Russian art educators in May to June 2006. It was conducted to give an initial overview into Russian Art Education from the perspectives of eight Russian art educators. The data was analyzed to discover any commonalities in values, beliefs, and attitudes that may have significance to Americans wishing to learn about the structure, content, and pedagogy of Russian art education. The findings of this study reveal that Russian art educators embrace a very traditional and classical approach to the teaching of art. Today Russian art educators are also working toward a more democratic society through art education. The participant interview responses generally reflected a desire to positively communicate and express their educational ideas and beliefs. Recommendations include further research through additional case studies in different areas of the country and more English translations of Russian art education are suggested. INDEX WORDS: Russian Art Education, Russian Art Educators RUSSIAN ART EDUCATION: A STUDY ON POST-SOVIET PERSPECTIVES by Rosaria E. Bang A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Art Education in the College of Arts and Sciences Georgia State University 2006 Copyright by Rosaria E. Bang 2006 RUSSIAN ART EDUCATION: A STUDY OF POST-SOVIET PERSPECTIVES by ROSARIA E. BANG Major Professor: Melody Milbrandt Committee: Mariama Ross Teresa Bramlette Reeves Electronic Version Approved: Office of Graduate Studies College of Arts and Sciences Georgia State University August 2006 iv DEDICATION I truly believe individuals are a sum of the human relationships, contacts, and experiences they have had in their lives. It is these people and events that show us the significance of meaning in our lives. I have always considered myself a very reflective person and have since childhood wanted to write a “book.” I had no idea that my first book would be a thesis! I dedicate this book to my parents, who gave me the first impressions of what the world was like. v ACKNOWLEDGMENTS This thesis could not have been accomplished without the undying support of professionals, family, and friends. Many of these faithful people are those who have spent endless hours talking, listening, and discussing issues of concern with me about the various facets of thesis writing and related matters of concern. Therefore, I would like to give acknowledgement to the following individuals: I am ever indebted to my parents, who have supported and encouraged me in my pursuit of a higher degree and my graduate professor, Dr. Melody Mibrandt, who invited me to go on a study abroad to Russia in the summer of 2005 and carefully guided me in my search for the deeper meanings of art education so that it can truly be my own. I am also grateful to my extremely encouraging friend and fellow thesis writer, Izabella Kean, who has steadily walked on this brief but treacherous path with me, through insightful discussions and through “cheering me on to the finish line.” Kat, my travel-loving sister, inspires me to do the same… and for my brother Andrew, the “waterdog” for his sense of adventure and justice. I am also grateful to my studio art instructor, Teresa Bramlette Reeves, who in a studio graduate composition and water-based media class, showed me the meaning of exemplary teaching in the arts. She is a role model into what it means to be an instructor who brings out the best in her students. I am grateful to Dr. Mariama Ross, whose sense of humor, wit, and frankness has brought laughter to this seriously whole academic matter, so that I can enjoy some of the breeze and fresh air in my journey through life. vi I am wholeheartedly grateful to Ralph Gilbert, who I took perspective drawing with in undergraduate class at Georgia State University. Professor Gilbert showed me the importance of the meaning of perspective with his simple line, “relationships are important in perspective drawing…although the lines are different, they belong to the same family.” “Spa-see-baa!” to all the Russians and art educators, who appreciate Russian culture and the arts, who have graciously and generously shared their perspectives and views on Russian art education. Much gratitude goes to Kate Sutton who gave us a tour of the art districts of St. Petersburg and who forged a link between Russian and American cultures. Last, but not least, I would like to give credit to all my peers, who are passionate about art and education. Their passion has stimulated my own thinking to ultimately bring life and meaning to me for this thesis. vii DISCLAIMER By no means is this thesis an attempt to show the predominant views of all Russians and Russian art education. The goal of this study is to construct knowledge based on observations and experiences along with limited resources written in English. This thesis is to provide a window into, and an initial investigation of, cross-sections of various people’s views, who generously volunteered to share their knowledge of Russian art education during the time period from May to June 2006. viii TABLE OF CONTENTS ACKNOWLEDGEMENTS………………………………………………… v LIST OF TABLES………………………………………………………….. xi LIST OF PICTURES……………………….………………………………. xii LIST OF ABBREVIATIONS…………………………………………........ xiii CHAPTER 1 INTRODUCTION Purpose of the Study & the Goal…………………………… 1 Research Questions…………………………………………. 1 2 METHODOLOGY OF THE STUDY The Subjects…………………..………………………......... 2 The Timeline……………………...………………………… 3 Research Method……………………………………………. 3 First Questionnaire Set For Interview………………………. 4 Second Questionnaire Set For Interview……………………. 5 Limitations………………………………………………….. 6 What I Hope to Gain………………………………………... 8 3 REVIEW OF LITERATURE Introduction…………………………………………............. 10 Demographics……………………………………………….. 12 Art in the Soviet Period……………...................................... 14 Education and Art Education in the Soviet Period……......... 17 Education in the Post-Soviet Period: Decentralization in Government………………………... 20 ix Education in the Post-Soviet Period: New Policy Initiatives and Reform……………………... 24 Post-Soviet Education: Perspectives and State of Russian Education Curriculum Instruction and Teacher Preparation………………………………………………….. 27 4 IMPLEMENTATION OF STUDY AND REFLECTION OF FINDINGS……………………………………………… 34 Profiles of Russian Participants…………………….............. 36 Data Report and Reflections of Findings…………………… 37 Introduction to General Questions………………………….. 54 What Russians Think Is Most Important For Americans to Know………………………………… 61 American Perspectives on Russian Art Education…………... 69 Current Issues in Education and Implications For Russian Art Education……………………………… 72 A Comparison of My Reflections in June 2005 and July 2006 on Russian Art Education…………………… 78 5 RECOMMENDATIONS AND CONCLUSIONS Conclusions for the Study…………………………………... 86 Recommendations For Future Study in Russian Art Education………………………… 91 REFERENCES……………………………………………………………… 93 APPENDICES………………………………………………………………. 96 Appendix A: Approval from Russian Authority in Arts and Culture………. 97 Appendix B: Consent Form for Interviews………………………………… 98 Appendix C: Consent Form for Pre-collected Data………………………… 99 x Appendix D: Russian Art Education Interview Questionnaires…………….. 100 Appendix E: Email Responses Alphabetically Grouped by Participants..….. 102 Appendix F: Margery Hibbard Essay………………………………………. 152 Appendix G: Jean Petsch Essays..………………………………………….. 156 Appendix H: Timeline of Russian Art History & Art Education…………... 164 Appendix I: Terms…………………………………………………………. 166 xi LIST OF TABLES Table 1: Chart for Russian Art Educator Responses………………………36 Table 2: Chart of American Art Students at Herzen University………….. 63 Table 3: Chart for Perspectives of American Educators………………….. 63 xii LIST OF FIGURES Figure 1: Traditional decorative art design classes offered at Herzen Applied Fine Arts School in St. Petersbug…………... 48 Figure 2: Classically trained art student painting from an actual model at the Herzen Applied Fine Arts studio………………….. 49 Figure 3: Clay works of folk art by students at the Boris Kustodiev Children’s Art School …………………………………….......... 57 Figure 4: Student art work displayed in the halls of Herzen……………………. 75 Figure 5: Light box of Lenin and two photo assemblages at a contemporary gallery in St. Petersburg where Kate Sutton gave us a tour on our summer trip 2005…………… 76 Figure 6: Students painting a still life outside Boris Kustodiev Children’s Art School in St. Petersburg…………………………
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