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University Microfilms International 300 N INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or “target" for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a definite method in “sectioning" the material. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy. Requests can be made to our Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases we have filmed the best available copy. University Microfilms International 300 N. ZEEB ROAD. ANN ARBOR. Ml 48106 18 BEDFORD ROW, LONDON WC1R 4EJ, ENGLAND 8100272 Va r n e y, Viv ia n A n n A STUDY OF ART APPRECIATION AND ART HISTORY LITERATURE FOR THE YOUNGER READER: HOW THE LITERATURE RELATES TO EDUCATIONAL GOALS AND CONSIDERATIONS The Ohio State University PH.D. 1980 University Microfilms International300 N. Zeeb Road, Ann Arbor, MI 48106 Copyright 1980 by Varney, Vivian Ann All Rights Reserved A STUDY OF AFT APPRECIATION AND ART HISTORY LITERATURE FOR THE YOUNGER READER: HOW THE LITERATURE RELATES TO EDUCATIONAL GOALS AND CONSIDERATIONS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Vivian Ann Varney, B.A., M.A. ***** The Ohio State University 1980 Reading Committee: Approve^ By Kenneth Marantz Martha King Klviser Charlotte Huck Department of Art Education To Amanda My unlisted reference ACKNOWLEDGEMENTS The writer wishes to thank her advisor, Dr. Kenneth Marantz, for his encouragement, support, and advice in her work with art and the book. She also wishes to thank Professor Emeritus Jane Stewart, Dr. Martha King, and Dr. Charlotte Huck for their excellent courses which opened up new and exciting worlds to an art historian. She also appreciates their friendship and encouragement in relating the child, art, and literature. VITA September 1, 1935. ..... B o m - Lynn, Massachusetts 1957 ...................... B.A., Bates College, Lewiston, Maine 1965 .......................M.A., New York University Institute of Fine Arts, New York, New York 1965-1976.................. Teaching of art history, art apprecia­ tion, and art studio at Illinois State University (1965-68), University of Rochester (1968-69), Temple University (1969-72), University of New Mexico (1971-72), St. Mary's College of Mary­ land (1972-73), and Wilkes College (1973-76) 1977-1979.................. Teaching Associate, Department of Art Education, The Ohio State University 1979-1980.................. Education Department, The Columbus Museum of Art, Coordinator of Docents PUBLICATIONS Design in Nature, Davis Publications, 1970. The Photographer as Designer, Davis Publications, 1977. Catalogue, George Catlin, Painter of the Indians of the Americas, Opening Exhibition, Sordoni Art Gallery, Wilkes College, Wilkes- Barre, Pa., 1973. FIELDS OF STUDY Major Field: Art Education. Kenneth Marantz Minor Area: Early and Middle Childhood Education Reading and Language. Martha King Children's Literature. Charlotte Huck v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS........................................... iii VITA....................................................... iv Chapter I. INTRODUCTION..................................... 1 II. THE NATURE OF ART APPRECIATION................... 15 A Definition of Art Appreciation.............. 15 The Experience and Knowledge "Of" and the Experience and Knowledge "About".......... 17 Emotion and Intellect in Aesthetic Experience................................... 24 III. DEVELOPMENT IN ART APPRECIATION................. 33 Children and Art Appreciation................ 35 Three Stages in the Development of Art Appreciation................................. 39 Stage I: Introductory Stage................... 42 Stage II: Period of Training................ 71 Stage III: Stage of Mature Appreciation. .. 82 IV. PEDAGOGICAL CONSIDERATIONS AND CRITERIA FOR THE SELECTION OF ART HISTORY/APPRECIATION BOOKS FOR THE YOUNGER READER............................... 89 V. AN EVALUATION OF ART HISTORY/APPRECIATION BOOKS FOR THE YOUNGER READER........................... 131 I. General Art Appreciation Books............. 132 II. Art History B o o k s ......................... 146 III. Art Biography............................. 171 IV. Picture B o o k s ............................. 189 VI. CONCLUSION....................................... 196 vi Page Concluding Remarks and Recommendations........ 196 Suggestions for Further Study ................ 201 BIBLIOGRAPHY ............................................... 203 vii CHAPTER I INTRODUCTION This dissertation addresses itself to one area in the growth of art-related phenomena which has in the main been neglected by those concerned with education in the visual arts. That area is books designed for the younger reader or art novice which aim to increase his understanding of and sensibility to the visual arts. There are a number of such books currently available, and each year more appear on the market. To date there has been no attempt to look at them as a group in light of the many criteria which one concerned with art appreciation must consider. Books are one way which has been traditionally used to increase one's understanding in an area and many art books are bought by those wishing to enhance their own art appreciation. There are several types of such books from the limited editions and large and often expensive coffee table variety to textbooks and simplified art aware­ ness type books designed for younger readers and often richly illus­ trated with little or no accompanying text. There are books which are informational such as those which treat the art of a period or a particular theme in art. There are biographies and histories and fictionalized biographies and historical fiction. There is also fiction which tries in a variety of ways to present the artist or 2 perceptive individual so that the reader may feel or experience how he lives, works, sees, and acts. How does one evaluate this literature? How do those books addressed to the younger reader or art novice meet his needs of a growing appreciation of art? Art educators have not yet looked at this literature in any systematic way to determine the relative role certain books can play in enhancing aesthetic awareness or art ap­ preciation. In view of the growing availability of such literature, this writer felt that a study which would look at it in the light of a potential contribution it could make to art appreciation would serve a number of educational concerns. I. THE PROBLEM Statement of the problem. The purpose of this study is to establish a set of criteria to which one can refer in assessing whether a book has value and should be considered for use with young people in effecting art appreciation. Books which attempt to increase the young reader's or art novice's understanding of and sensibilities to the visual arts are to be found today in many public and school libraries. Many art edu­ cation texts provide bibliographies of books designed for this pur­ pose. Each year publishing houses put out a new group of such books. Yet reviews of these books in the standard reviewing organs and selection guides are characteristically superficial and are rarely written by those directly involved in or with knowledge of the problems of growth in art appreciation. There is a wealth of information available on ways the young person grows in art appreciation, but it has not been brought to bear on the large corpus of books in the field. No one, to this writer's knowledge, has to date looked at the books available in light of a set of criteria growing out of what is known about how one grows in art appreciation. Nor has anyone looked at art books for the younger reader in relation to what is known about the child's experience with books— what qualities in the book as well as in the child make for a meaningful relationship or are con­ ducive to desirable learning experiences. The present study was conceived out of the conviction that such a study needed to be undertaken. If a teacher, librarian, or parent is to select such literature for children,
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