This fall I am teaching a relatively new course for our Art Education
program at SWT. We recently restructured our undergraduate Art Ed. program
and when we did we added a course called the Theory and Practice of Art
Criticism, History and Aesthetics. The phrase "Theory and Practice" in the
course title is a secret code for "Art Education" since the Texas
legislature ruled out the "Education" word in teacher preparation courses
sometime in the mid 80s. Anyway, the course was taught for the first time
the fall of 1996 by someone else and this fall, I will be teaching it.
I am interested in hearing about student centered art criticism activities
that I could model or demonstrate in the college classroom and have
students practice and/or study so that they could integrate the study of
art criticism, history and aesthetics into their K-12 art classes that they
will one day teach.
I am also interested in hearing suggestions as to how I could use
technology to teach this course. We have a 26 work station Macintosh
computer lab for our art education majors. We have CD-ROMS, Compact
Interactive art historical/culural discs, WWW access via a high speed
ethernet connection. Students also have many graphics and word processing
software available to them on our machines. We also have HyperStudio that
could be used to create art criticism HyperStudio stacks.
I am also interested in collecting print resources. Is there anyone who
might give me a list of recommended books and articles that you think might
be good for the students to read.
I envision focusing on approaches to teaching Art Criticism, History and
Aesthetics (multi-cultural, interdisciplinary, studio centered,
inquiry-based) and to talk about the Aristolean instructional philosophy
vs. constructivist instructional philosophy.
I also want to address instructional methodolgies(Feldman, Aesthetic
Scanning, Others?) for teaching Art Criticism, History and Aesthetics. Do
you have a list of resources or other methodologies I should know about? I
know I have heard of different approaches, but some of them are just
escaping me right now.
If you are also currently teaching such a course at your university or you
have taken such a course, I would appreciate a syllabus and to know how you
felt about it. What was good and what are some needed areas of
Diane C. Gregory, Ph.D.