MODERN THEORETICAL FOUNDATIONS OF APPRECIATION AND CREATION IN ART EDUCATION TEXTBOOKS 1960 -1970

Abstract

The Problem The problem of the study was the analysis of the theoretical rationale of art education textbooks in terms of the modern theories of appreciation and creation in the visual arts. There was some indication by writers (for example, Thomas Munro) that the textbooks are often theoretically deficient. The assumptions of the study were that art teachers are required to decide their own aims and objectives for teaching appreciation and creation in the visual arts from among many possible alternatives. Textbooks represent one source of information; they should reflect not only various alternatives, but should provide the theoretical rationale upon which ideas of appreciation and creation in the visual arts are based. Such understanding is necessary if art teachers are to continue their development in depth instead of being subject to the momentary whim or fad. An analysis of the theoretical foundation of the texts was therefore desirable. The texts for art teachers of the preadolescent and young adolescent developmental level were selected for the study. The purposes of the study were: (a) to identify the principal modern theories of appreciation and creation of art, (b) to examine the actual writings of the theorists, (c) to determine if the authors of the texts were referring to the essential messages of the theories, and (d) to examine whether the authors of the texts develop a theory to explain a point they wish to make about art, or to suggest implications for practice.