The Case for the Arts in Schools [electronic resource] / Junius Eddy.
Goals and rationales for designating arts education as fundamental to the educational process are presented. The document is organized into three sections. The first two sections examine goals for schooling in the United States (as analyzed by Goodlad and others) and existing rationales advanced on...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1981.
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| Subjects: |
MARC
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| 100 | 1 | |a Eddy, Junius. | |
| 245 | 1 | 4 | |a The Case for the Arts in Schools |h [electronic resource] / |c Junius Eddy. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1981. | ||
| 300 | |a 16 p. | ||
| 500 | |a ERIC Document Number: ED204203. | ||
| 500 | |a Availability: The Arts, Education and Americans, Inc., 10 Rockefeller Plaza, New York, NY 10020 ($2.00, quantity discounts available). |5 ericd. | ||
| 500 | |a Sponsoring Agency: Mott (C.S.) Foundation, Flint, MI. |5 ericd. | ||
| 500 | |a Sponsoring Agency: National Endowment for the Arts, Washington, DC. |5 ericd. | ||
| 500 | |a Sponsoring Agency: Alcoa Foundation, Pittsburgh, PA. |5 ericd. | ||
| 500 | |a Sponsoring Agency: Ford Foundation, New York, NY. |5 ericd. | ||
| 500 | |a ERIC Note: For related documents, see ED 196 745-747 and SO 013 407-408. Photographs and some print type throughout document may not reproduce clearly from EDRS in microfiche. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 520 | |a Goals and rationales for designating arts education as fundamental to the educational process are presented. The document is organized into three sections. The first two sections examine goals for schooling in the United States (as analyzed by Goodlad and others) and existing rationales advanced on behalf of the centrality of the arts to education. Of the 12 educational goals listed, the majority either fall into the domain of visual and performing arts or are goals to which the arts have a potential for contributing. Rationales advanced by some educators and artists suggest that aesthetic literacy is a singular purpose for art education. Other rationales concern ways in which fine arts education directly affects educational practice through enculturation, basic skills, creativity, expressiveness, and communication. The third section refines the rationales discussed in the first two sections and places them within one of three categories. The first category, developing aesthetic literacy and creativity, suggests that only by learning in and about the arts can students acquire a basis for the development and refinement of aesthetic preferences. The second category, using the arts for general education purposes, lists contributions of the arts to other academic goals and to personal and social growth. The third category involves using the arts for specialized educational purposes such as education for the handicapped, gifted, and bilingual. (Author/KC) | ||
| 650 | 1 | 7 | |a Art Education. |2 ericd. |
| 650 | 1 | 7 | |a Curriculum Development. |2 ericd. |
| 650 | 1 | 7 | |a Educational Objectives. |2 ericd. |
| 650 | 1 | 7 | |a Educational Philosophy. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Fine Arts. |2 ericd. |
| 710 | 2 | |a Arts, Education, and Americans, Inc. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED204203.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED204203 |h Other scheme |i web |n 1 |