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REPOR TRESUMES ED 011 063 24 IMPROVING THE TEACHING OFART APPRECIATION, RESEARCH AND DEVELOPMENT TEAM FOR THEIMPROVEMENT OF TEACHING ART 'APPRECIATION IN THESECONDARY SCHOOLS. BY- ECKER, DAVID W. OHIO STATE UNIV., COLUMBUS,RESEARCH FOUNDATION REPORT NUMBER CRP-V-006 PUB DATE NOV 66 REFORT,NUMBER BR-5-1368 CONTRACT °EC-5-10-308 EDRS PRICE MF-$0.54 HC-$14.16 354P. DESCRIPTORS- *ART APPRECIATION,*SECONDARY SCHOOLS, RESEARCH PROJECTS, *TEACHING METHODS,*DEVELOPMENTAL PROGRAMS, ART EDUCATION, *INSTRUCTIONALIMPROVEMENT, COLUMBUS IN THE SUMMER OF 1965, A RESEARCHAND DEVELOPMENT TEAM WAS ASSEMBLED AT OHIO STATEUNIVERSITY TO CONSIDER THE PROBLEM OF IMPROVING INSTRUCTIONIN ART APPRECIATION IN THE SECONDARY SCHOOLS. THE OBJECTIVESWERE (1) TO PRODUCE NOT LESS THAN EIGHT CORRELATEDSTUDIES FOCUSED ON SOME OF THE CONCEPTUAL AND OPERATIONALPROBLEMS INVOLVED IN FUTURE RESEARCH AND DEVELOPMENTACTIVITIES, AND (2) TO EVALUATE THE -UTILITY AND PRODUCTIVITY OFSHORT-TERM RESEARCH IN CONFRONYING THE DEVELOPMENTAL FROBLEMS.'ONEJUDGE EVALUATED THE TEAM'S WORK -IN- PROGRESS,AND THREE JUDGES EVALUATED THE COMPLETED STUDIES. ON THEBASIS OF THESE FORMAL EVALUATIONS (INCLUDED IN THE REPORT) AND THEINFORMAL CRITICISM OF 35 MEMBERS OF THE INSTITUTE FORADVANCED STUDY IN ART APPRECIATION, OHIO STATE UNIVERSITY,SUMMER 1966, IT APPEARED THAT THE RESEARCH AND DEVELOPMENTTEAM SUCCESSFULLY DEALT WITH THE PROBLEMS IT SET OUT TOINVESTIGATE. THE DISCUSSIONS INCLUDED IN THE REPORT WERE (1)A HISTORY OF THE TEACHING OF ART APPRECIATION IN PUBLIC SCHOOLS,(2) ART APPRECIATION AND THE ADOLESCENT MYSTIQUE,(3) VERBAL OPERATIONS IN CLASSROOM INSTRUCTION, (5) THE WORK OF ARTAND THE OBJECT OF APPRECIATION,(6) ,THE WORK OF ART AND THE TEXTTHAT ACCOMPANIES IT, 01 FOUR FUNCTIONSFOR AN ART TEACHER, AND (8) EVALUATIONS OF THOSE SEVENSTUDIES. (TC) ANDWEISARE OF HEALTH,EDUCATION I J. S.DEPARTMENTOffice ofEducation tie( exactly asreceived from beenreproduced of vieworopiniong If hlsdocument has It Points ong,tnating official Oiticeof Educatiori person ororgan:zaton represent 1 stated donetnecessarily position orpolicy. I //IMPROVINGTHE TEACHING OF ART APPRECIATION) 11 Research and Development Team for the Improvementof Teaching Art Appreciation in the SecondarySchools 1 I Project No. V-006 Contract No. 0E-5-10-308 I *I David W. Ecker 1 Project Director PEN 1 AU I ws7 November 1966 I ARTS AND HUMANITIES BR I The research reported hereinwas performed pursuant to a I contract with the Office of Education,U. S. Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorshipare encouraged to I express freely their professional judgement in theconduct of the project. Points of view or opinions stated donot, therefore, necessarily represent officialOffice of Educa- I tion position or policy. I The Ohio State University ResearchFoundation Columbus, Ohio I1 I"t I ACKNOWLEDGMENTS There is more to a team thanits players.As with most team efforts, the most visible members of the research anddevelopment team--those in- dividuals whose work ispresented in this report--weresupported by a good many people whose energy, imagination,and talents helped them sUbstan- tially to bring their workto fruition. In addition to the individuals in the Cooperative Research Branch of the U. S. Office ofEducation, the following people are especiallyto be thanked. Professor Glenn Patton,as major consultant, not only contributedto the initial conception ofthe project but also to its subsequentdevelop- ment at the weekly team meetings and small group planning sessions. Dr. Jerome Hausman, Director of theSchool of Art, proviaed much neededen- couragement and expert adviceat all stages of the work.Mr. Hugh Stumbo, assistant to the project director,proved to be a resourceful organizer and gave invaluable helpwith the day-to-day problems. Dr. Eugene Haas, Director of the BehavioralSciences Laboratory, arranged the scheduling, recording, and transcriptionof all proceedings. Dr. Paul Pepper of the O. S. U. Research Foundation lent his considerable skills to theadminis- tration of the project. My appreciationgoes to Mrs. Jean McGreevy, who successfully carried out the multitude of secretarialduties connected with the project, to Mrs. Kathleen Justen, whoprovided editorial assistance, and to Mrs. Marilyn Arora, who typed thefinal report. Finally, I am very much indebtedto the members of the team them- selves for their intelligence andperseverence in conducting their re- search, and also for their patiencein accomodating themselves to the various failings of the projectdirector. David W. Ecker CONTENTS Page INTRODUCTION CHAPTER ONE: A HISTORY OF THE TEACHING OF ART APPRECIATION IN THE PUBLIC SCHOOLS: Robert J. Saunders 1 Art Appreciation and the Public Schools before 1900 2 Art Appreciation--Art Depreciation 5 Art Appreciation Methods after 1900 Arthur Dow and Henry Bailey: 1900-World War I 7 School Arts Book and the Pic. turf. Study Method 14 Art History Notebooks 21 Dewey and Art Appreciation through Integration 22 School Arts and Art Appreciation, 1917-1940 26 Art Appreciation and the Radio 29 Art as Education and the School Art Gallery 29 Modern Art Enters the School Art Program 31 .Art Appreciation: Poit World War II - 1965 34 Art Appreciation and Leisure Time: 1960-70 37 Histora.al Addenda: A's Are for Aesthetics, Appreciation, and Art 40 CHAPTER TWO: ART APPRECIATION AND THE ADOLESCENT MYSTIQUE: Robert J. Saunders 149 Commercial Entrepreneurs and Adolescent Taste 49 Adolescence as a Developmental Stage 54 Art and Middle-Class Taste in the High School 62 Value Judgments of the Adolescent 68 Toward Discove:ing the Adolescent's Taste 70 CHAPTER THREE:AN EXPERIMENTAL COURSE IN HIGH SCHOOL ART APPRECIATION: Vincent Lanier 75 Starting where the Pupils Are 76 Some Viewpoints in this Direction 78 What Canalization Can Do to the Curriculum 82 Factors Influencing Response to Art 86 1. Social attitude toward specific work 86 2. Cultural view of art form 89 3. Perceptual skills 91 iii CONTENTS (continued) Page 4. Recognition offormal qualities 91 5. Knowledge of specificsymbols 92 6. Associations 93 7. Historical identificatioN., 94 8. Judgments 95 9. Relationship of art work tolife 95 What the Art Teacher Can Do 100 Model Lesson Plan, Unit 100 Model Lesson Plan, Unit II 102 Selected Bibliography 105 CHAPTER FOUR: VERBAL OPERATIONSIN CLASSROOM INSTRUCTION: Philip G. Smith 107 I. Introduction 107 Successful Teaching 108 Criteria for Useful Categories 110 1. Empirical significance arid,adequacy 111 2. Internal consistency and clarity 112 3. External consistency and systematic relatability 113 4. Prescriptive fruitfulness 114 What Is to Be Classified? 115 II. The Categories llb Recapitulation of Categories 139 III. Conclusions "140 Suggestions for research 140 Suggestions for teacher education 143 CHAPTER FIVE: THE WORK OF ART ANDTHE OBJECT OF APPRECIATION: Kenneth Marantz I. Unasked Questions in Art EducationLiterature 147 Defining art appreciation 147 iv CONTENTS (continued) lob Page II. Categories of Appreciation 151 The anPlytic categories 152 III. The Work of Art 157 IV. Reproductions lo5 V. The Environment of Appreciation 173 VI. Using Objects for Appreciation 175 CHAPTER SIX: THE WORK OF ART AND THE TEXT THATACCOMPANIES IT: G. Stephen Vickers 179 The Choice of Texts 180 A. Apollo: An Illustrated Manual ofthe History of Art Throughout the Ages, S. Reinach B, Art Through the Ages, HelenGardner 182 C. The Story of Art, E. H. Gombrich 186 D. The History of Art, H. Janson 191 E. Learning to Look, Joshua C. Taylor 192 Categories of Material 198 Appenclix A: List of 300 Monuments 201 Selected and Annotated Bibliography ofTexts and Reference Books Available forInstruction in Art Appreciation at the High SchoolLevel 217 CHAPTER SEVEN: FOUR FUNCTIONS FOR ANART TEACHER: Charlotte Buel Johnson 225 I. The Art Teacher Functionsas Historian 22o Typical examples 229 The art teacher as historian dealswith contemporary art 237 Still life 238 The human figure Color 244 aw.rimmailiwOmmimm. CONTENTS (continued) Page II. The Art Teacher Functions as Critic 240 III. The Art Teacher Functions as Artist 253 What relief sculpture? 255 What is painting? 255 What is mosaic? 256 IV. The Art Teacher Functions as Curator 257 Conclusion 260 Illustrations 262 Footnote Bibliography 264 Selected Bibliography 266 Gallery Trip 268 CHAPTER EIGHT; SUMMARY, EVALUATIONS, CONCLUSIONS: David W. Ecker ?79 Objectives 279 Procedures 279 Abstract of Studies 281 Evaluation and Discussion of Project 284 Process evaluation: E. F. Kaelin Product evaluations: Edmund Feldman, Andrea Carson, Martin Russell 300 Conclusions 320 Appendices- A. Calendar of Planned Events 325 B. Discussion Session 327 C. Consultation Session 331 D. Deadlines for Returning Criti- cism of First Drafts to Authors 335 E. Memo No. 2 337 BIOGRAPHIES OF AUTHORS 339 vi I LIST OF FIGURES Figure No Page Chapter III 1 Individual Art Experience as Communication 87 2 Decoding Factors in Individual Art Experience 88 3 Drawing bar W. Miller (D 1965 The New Yorker Magazine 90 4 Feedback to Social Sources of Art Experience 98 Chapter VI 1 Akhenaten Worshiping the Sun Opposite 230 2 Madonna and Child with Angels Opposite 232', 3 The Coming Storm Opposite234 Numbers in Color Opposite236 5 Still Life (Door Closed) Opposite238 6 Still Life (Door Open) Opposite 238 7 Still Life Opposite 240 8 Music and Literature Opposite 240 9 Pastique et Fiasco Opposite 240 10 Two Dancing Figures Opposite 242 11 Reclining Figure No. 1 Opposite242 12 Saint Gorgon Opposite242 13 Winged
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