Aspects of the administration of art education in a teachers college
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A sp ects o f th e A d m i n is tr a t io n o f Art E d u c a tio n / i n a Teachers C ollege
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Howard, Conant,.
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A Study S ubm itted i n p a r t i a l F u l f i l l m e n t o f t h e R eq u irem en ts f o r t h e Degree o f D octor of E d u catio n The U n i v e r s i t y o f B u f f a l o School of E ducation June,
1950
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”A d m i n i s t r a t i o n i s n o t t h e k i t c h e n t h i n g o f s t o c k t a k i n g and I n t e r v i e w i n g t a x p a y e r s and p a r e n t s - n o t t h a t alo n e. I t h a s i t s job in t h e k i t chen but i t h a s , as w e l l , i t s p e rio d s i n t h e f r o n t room a t t h e f e e t o f t h e m aster. I t deals w ith d o lla r s , yes, b u t a l s o w i t h p r o p h e t s ’ v i s i o n s , and d r e a m s , and h i g h h o p e s f o r t o m o r r o w . ” - - P a u l R. Mort
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ACKNOWLEDGMENTS
In d eb te d n ess f o r th e philosophy o f t h i s t h e s i s Is only p a r t i a l l y a t t r i b u t a b l e t o th e g e n e ra l sc h o o lin g which t h i s w r i t e r h as r e c e i v e d .
Some o f t h e c o n c e p t s o f
t h e a d m i n i s t r a t i o n o f a r t e d u c a t i o n which a r e r e f l e c t e d
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h e r e i n have b e e n d e r i v e d f r o m a s s o c i a t i o n s w i t h a n o c c a s io n a l c r e a t iv e t e a c h e r , a c a su a l glance in to th e co n ten ts; o f a ’’d i s c o v e r e d * ’ b o o k , and t h r o u g h t h e e n c o u r a g e m e n t o f c e r t a i n f r i e n d s and r e l a t i v e s .
;
More s p e c i f i c a l l y , I am i n d e b t e d t o my p a r e n t s who e n c o u r a g e d me t o draw s e v e r a l h u n d r e d f e a t h e r e d I n d i a n s ( a l l q u i t e d i f f e r e n t ) , t o c o n s t r u c t f i v e hundred
(as I
r e c a l l ) , v a r i e d p u p p e t s w i t h a p p r o p r i a t e s e t t i n g s , and t o
;
c u t , n a i l , and p a i n t v a r i o u s wooden c r a t e s i n o r d e r t o s u p p l e m e n t my c h i l d h o o d a s p i r a t i o n s t o p r o d u c e m a r i o n e t t e
;
sh o w s , a m a t e u r m o v i e s , and many o t h e r l e s s - r e m e m b e r e d a r t
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a c tiv itie s.
I c a n n o t r e c a l l t h a t my p a r e n t s e v e r t o l d me i
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I c a n a l s o remember t h a t seemed most n e e d e d , b u t
t h a t i t was s e l d o m i n t h e f o r m o f i d l e p r a i s e w h i c h m i g h t |j
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h a v e d i m i n i s h e d my c r e a t i v e e n e r g y . il
I do n o t r e c a l l a n y p a r t i c u l a r l y i m p o r t a n t f e a t u r e o f
my e l e m e n t a r y s c h o o l i n g e x c e p t a s m a l l , c h e e r f u l , a l w a y s - I s m i l i n g a r t t e a c h e r who v i s i t e d t h e e l e m e n t a r y c l a s s r o o m s , p e r i o d i c a l l y - and drew p i c t u r e s on t h e b l a c k b o a r d f o r u s
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t o copy. The s i n c e r e e n c o u r a g e m e n t and h o n e s t c r i t i c i s m s o f my j u n i o r and s e n i o r h i g h s c h o o l a r t t e a c h e r s h a v e l e f t a
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f a v o r a b l e i m p r e s s i o n i n my mind t o w a r d s e c o n d a r y a r t e d -
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u c a t i o n which i s ,
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IB u t t h e u t t e r monotony o f most o f my p u b l i c s c h o o l i n g i ; !i i c o u p l e d w i t h most o f my t e a c h e r s ’ l a e k o f u n d e r s t a n d i n g o f l!
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th e needs o f th e i n d i v i d u a l stu d e n t has aroused an a n ta g - i o n i s m w i t h i n me t o w a r d t r a d i t i o n a l , outmoded p u b l i c sc h o o l ^ e d u c a t i o n which w i l l n o t rem a in d o rm an t.
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J e a r n e s t e n c o u r a g e m e n t o f R o b e r t v o n Neumann, i n s t r u c t o r o f ; a r t a t Milwaukee S t a t e T e a c h e r s C o l l e g e , I would p r o b a b l y il n o t have e n t e r e d t h e f i e l d i:
of a r t ed u catio n .
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l e a r n e d many o f t h e q u a l i t i e s o f a good c o l l e g e i n s t r u c -
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I am a l s o i n d e b t e d t o Y asuo K u n i y o s h i , i n s t r u c t o r a t ::
! t h e A r t S t u d e n t s League i n New Y o r k C i t y ; Howard Thomas,
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P r o f e s s o r o f A rt a t t h e U n i v e r s i t y o f G e o rg ia ) Fred Logan, P r o f e s s o r o f A rt E d u c a ti o n a t t h e U n i v e r s i t y o f W iscon s i n ; and M a t t h e v W i l l i n g , P r o f e s s o r o f E d u c a t i o n a t t h e same i n s t i t u t i o n .
;
T h e s e men h a v e c o n t r i b u t e d g e n e r o u s l y ,
p e r h a p s u n k n o w i n g l y , t o my p h i l o s o p h y o f e d u c a t i o n , t o my b e l i e f i n t h e i m p o r t a n c e o f a r t i n g e n e r a l e d u c a t i o n , and t o t h e d e v e l o p m e n t o f my c o n c e p t o f d e m o c r a c y . A d d i t i o n a l c r e d i t i s due t o P r o f e s s o r s C a n t o r , F a r b e r , K r a t h w o h l , S m i t h , and e s p e c i a l l y t o Dean L. 0 . Cummings and P r o f e s s o r B u r v i l G l e n n , a l l o f t h e U n i v e r s i t y o f B u f f a l o , f o r t h e a d v i s e m e n t and c o u n s e l t h e y h a v e g e n e r o u s l y g i v e n d u r i n g t h e p e r i o d o f my d o c t o r a l s t u d y . The I n n u m e r a b l e h o u r s o f a s s i s t a n c e so g e n e r o u s l y g i v e n by my w i f e a r e d e e p l y a p p r e c i a t e d .
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;
TABLE OF CONTENTS
!C h a p t e r P r e f a t o r y Q uotation — P a u l R. Mort . . . . . A c know ledgm ents .................................................................... In tro d u ctio n I
........................................................................
The D e v e l o p m e n t o f a P h i l o s o p h y o f A r t E d u c a t i o n .................... .... .................................
II
A P h i l o s o p h i c Approach to Dem ocratic A rt E d u catio n al A d m in istratio n
Ill I,
. . . .
The A d m i n i s t r a t o r i n a n A r t E d u c a t i o n D epartm ent of a T eachers C ollege . . .
.
IV The D i s t r i b u t i o n o f A d m i n i s t r a t i v e Functions V
........................
• . .
The R e c r u i t m e n t a n d S e l e c t i o n o f S t u d e n t s a nd F a c u l t y Members .........................
VI The A d m i n i s t r a t i o n a n d D e v e l o p m e n t o f an A rt E d u c a tio n a l C urriculum
j!
. . . ♦
.
. . . .
.
V I I A S c i e n t i f i c Approach to th e i ;
Im p rov em en t o f A r t E d u c a t i o n Summary
........................................................................
B ibliography
........................................................................
V III
i-
A p p e n d i x A: R e s u l t s o f a Q u e s t i o n n a i r e on G-eneral E l e m e n t a r y A r t E d u c a t i o n i n a Teachers C o lle g e . . . . . . A p p e n d i x B: C o u r s e R e q u i r e m e n t s f o r T e a c h e r s of A rt in F ifty I n s titu tio n s . .
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
LIST OP FIGURES Figure 1
Page
Change o f s t r e s s i n a r t e d u c a t i o n i n A m e r i c a n s c h o o l s f r o m 1821 t o t h e p r e s e n t
2
19
Elem ents o f a w e l l- b a la n c e d a r t e d u c a t i o n c u r riculum
3
. . . . . .
...............................................................
22
An a r t i s t e x p l a i n s h e r a b s t r a c t p a i n t i n g t o a n in terested
student
..........................................................
4
Dem ocratic a d m i n i s t r a t i v e r e l a t i o n s h i p s
. . .
5
Map sho w in g homes o f a r t e d u c a t i o n s t u d e n t s i n
46 69
a t e a c h e r s c o l l e g e d u r i n g a g i v e n academ ic year 6
....................................................................
114
Map sho w in g t h e l o c a t i o n o f p r a c t i c e t e a c h i n g and v o l u n t a r y t e a c h i n g s t u d e n t s o f a n a r t e d u c a tio n departm ent i n a te a c h e r s c o lle g e
7
9 10
.................................................
-.r.
122
An a r t t e a c h e r d e m o n s t r a t e s c r e a t i v e a b i l i t y i n o i l p a i n t i n g ....................................................................
142
An a r t b e n e f i t a u c t i o n i n p r o g r e s s ..................
208
A member o f t h e a r t e d u c a t i o n c l u b s o l i c i t s a p a i n t i n g from a prom inent a r t i s t
11
115
S t u d e n t s and f a c u l t y members m e e t i n g i n f o r m a l ly t o d i s c u s s p a i n t i n g s
8
. .
.........................
209
A r t E d u c a t i o n Club members c l e a n and mat a r t worlcs f o r t h e A r t B e n e f i t A u c t i o n .........................
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211
LIST OP FIGURES (continued) Figure 12
Members o f t h e p u b l i c i t y c o m m i t t e e r e h e a r s e f o r a f i f t e e n - m i n u t e t e l e v i s i o n show
I 13
Page
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212
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P h o t o g r a p h s o f p a i n t i n g s and c a r t o o n s w h i c h were shown i n t h e A r t B e n e f i t A u c t i o n t e l e v i s i o n s h o w ........................ ......................................
213
: i
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INTRODUCTION The q u a l i t y o f a n a r t e d u c a t i o n p r o g r a m i n a t e a c h e r s i ! c o lleg e determ ines to a g rea t e x te n t th e q u a lity o f a r t ;i
i
i! e d u c a t i o n I n a l l t y p e s o f i n s t i t u t i o n s , f r o m n u r s e r y II s c h o o l s t o community e d u c a t i o n p r o g r a m s .
I t Is, t h e r e f o r e , |
■i
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I Im portant a s p e c ts o f th e a d m i n i s t r a t i o n o f a r t e d u c a tio n
j
; i n t e a c h e r s c o l l e g e s , s i n c e t h e a r t t e a c h e r s who a r e i n -
I
.1 e s s e n t i a l t h a t we c o n c e n t r a t e o u r a t t e n t i o n u p o n t h e more
i
j; s p i r e d and e d u c a t e d t h r o u g h t h e l e a d e r s h i p o f a r t e d u c a !; t l o n a l a d m i n i s t r a t o r s w i l l c a r r y o v e r t o a l l t y p e s o f
I
h
i
ji p e o p l e i n a l l t y p e s o f i n s t i t u t i o n s and c o m m u n i t i e s t h e i: « a t t i t u d e s , p h i l o s o p h y , and k no w ledg e w h i c h t h e y h a v e d e -
; j
ii
!
I veloped i n c o l l e g e . Is The a s p e c t s o f a r t e d u c a t i o n a l a d m i n i s t r a t i o n w h i c h
; !
a r e c o n s id e r e d i n t h e f o l l o w i n g c h a p t e r s have b een s e l e c ! i t e d f r o m t h e e n d l e s s number o f i t e m s w h i c h f a l l i n t o t h i s
i! | I
;
i
|| c a t e g o r y b e c a u s e o f t h e i r i m p o r t a n c e t o t h e im p r o v e m e n t II
j Ii
!! a n d e x t e n s i o n o f a r t e d u c a t i o n i n a l l l e v e l s o f e d u c a t i o n . ! ' !l
■
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The f i r s t a s p e c t t o be c o n s i d e r e d , and one w h i c h i s
I i H I
|! e s s e n t i a l a s a b a s i s f o r a l l o f t h e o t h e r s , i s t h e d e v e l I1 ;j opment o f a p h i l o s o p h y o f a r t e d u c a t i o n . In C hapter I a Ii I :| p h i l o s o p h i c framework: i s s e t f o r t h w i t h i n w h i c h a p r o g r a m :
9
— — ................................
I! o f a r t e d u c a t i o n i n a t e a c h e r s c o l l e g e may b e d e v e l o p e d ,
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
i;
a d m i n i s t e r e d , m a i n t a i n e d , and i m p r o v e d .
The b u l k o f t h e
co ntent of t h i s c h ap ter i s a ls o a p p lic a b le to a r t educa tio n in o ther le v e ls of ed u catio n . The s e c o n d a s p e c t , w h i c h f o r m s t h e b a s i s f o r C h a p t e r I I , Is a p h ilo s o p h ic approach t o dem ocratic a r t e d u c a tio n a l ad m in istratio n .
T h i s a s p e c t I s more i n t h e n a t u r e o f a
recom m endation t h a n a d e s c r i p t i o n o f c u r r e n t p r a c t i c e .
It
I s f e l t t h a t a n a r t e d u c a t i o n d e p artm e n t which I s , i n e s s e n c e , a d e m o c r a t i c c o m m u n ity, w i l l e n h a n c e t h e d e v e l o p ment o f d e m o c r a t i c a t t i t u d e s and p a t t e r n s o f t h o u g h t whichf w i l l b e c a r r i e d o v e r i n t o p u b l i c s c h o o l s and v a r i o u s com m u n ities through th e in flu e n c e of a r t teacher g ra d u a te s . T h i s c h a p t e r c a r r i e s f o r t h i n g r e a t e r d e t a i l t h e m e a n in g o f t h e u n d e r l y i n g b a s i s f o r C h a p t e r I , d e m o c r a c y j and i l l u s t r a t e s th e a p p li c a t io n of a dem ocratic concept to v a r io u s problem s o f s t u d e n t s , i n s t r u c t o r s , a d m i n i s t r a t o r s , and s e r v i c e p e r s o n n e l . Chapter I I a l s o s e r v e s a s an i n t r o d u c t i o n t o s p e c i f i c s u g g e s t i o n s w h i c h h a v e b e e n made i n C h a p t e r s I I I and IV which c a l l f o r a r e - d i s t r i b u t i o n o f a d m i n i s t r a t i v e fu n c tio n s.
I n t h e s e two c h a p t e r s a r e s u g g e s t e d t h e s p e c i f i c
d u t i e s and r e s p o n s i b i l i t i e s w h i c h s h o u l d be assum e d by departm ent p e r s o n n e l.
j
The c o m p o s i t i o n and f u n c t i o n s o f a n
a d m i n i s t r a t i v e c o m m i t t e e composed o f r e p r e s e n t a t i v e s o f
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!;
; e a c h p e r s o n n e l c a t e g o r y i s o f f e r e d a s a means o f c o o r d i n a ■
Ii t i n g t h e s e v a r i o u s a d m i n i s t r a t i v e f u n c t i o n s . ii
C hapter I I I
d e a ls w ith th e a d m in is tra to r i n an a r t ed u catio n d e p a rt-
j ment o f a t e a c h e r s c o l l e g e .
P i| J ■
C h a p t e r IV i s c o n c e r n e d w i t h ;
! t h e d u t i e s and f u n c t i o n s o f t h e a d m i n i s t r a t o r and o t h e r
! ------------------------------------------------------------------------------------------------------------------------------
| d e p a r t m e n t a l p e r s o n n e l , and t h e f u n c t i o n s o f a n a d m i n i s jj. t r a t l v e c o m m i t t e e .
!;
The f i f t h a s p e c t o f t h e a d m i n i s t r a t i o n o f a r t e d u c a .
Ii
t i o n c o n s i d e r e d h e r e i s t h e r e c r u i t m e n t a nd s e l e c t i o n o f
I 5
| s t u d e n t s a n d f a c u l t y m em b e r s. T h i s s u b j e c t i s c o n s i d e r e d ;| ! ' i I i n r e l a t i o n t o t h e d u t i e s and r e s p o n s i b i l i t i e s o f s t u d e n t s j | ;i and f a c u l t y members d e s c r i b e d i n C h a p t e r I V .
C hapter V
i
i: s u g g e s t s some r e c r u i t m e n t m e t h o d s , s o u r c e s , n e e d s , and !i I j p r o c e d u r e s . H e r e i s s e t f o r t h a method o f s e l e c t i o n w h i c h ■I i s d e m o c r a t i c and b a s e d u p o n t h e q u a l i f i c a t i o n s o f v a r i o u s | | I;
i!
!! s t u d e n t s and f a c u l t y members n e e d e d t o assum e t h e a d m i n i s - l l I ' ! I t r a t l v e f u n c t i o n s d e s c r i b e d i n C h a p te r IV. The s i x t h a s p e c t o f t h i s s t u d y i n v o l v e s t h e a d m i n l s - {I t r a t i o n and d e v e l o p m e n t o f a n a r t e d u c a t i o n c u r r i c u l u m .
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;; V a r i o u s c u r r i c u l a r and c o - c u r r i c u l a r c o u r s e s and a c t i v i t i e s ; a r e c o n s i d e r e d , and s u g g e s t i o n s a r e made f o r p o s s i b l e r e - i! il v i s i o n s and e x t e n s i o n s o f e x i s t i n g c u r r i c u l a . I!
Two a p p e n - ji ii
| d i c e s s u p p l e m e n t C h a p t e r VI by d e s c r i b i n g t h e r e s u l t s o f all
| q u e s t i o n n a i r e on c u r r i c u l a r n e e d s a n d i n d i c a t i n g t h e c u r - |
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r i c u l a o f a r t e d u c a ti o n programs i n f i f t y
c o l l e g e s and
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!| t h a t t h e r e h a s b e e n no p r e v i o u s ex am p le ( w i t h t h e p o s s i b l e !1 ; e x c e p tio n o f th e people o f th e c i t y o f F lo re n c e i n th e f i f ; t e e n t h c e n t u r y ) w hich even i m a g i n a t i v e l y c o u ld be r e - b o r n . i, H \ The r e n a i s s a n c e t o w h i c h we: r e f e r , h o w e v e r , i s a r e b i r t h I || o f t h e u n i n h i b i t e d c r e a t i v e n e s s p r e s e n t i n t h e y ou ng I, c h i l d ; t h e c r e a t i v e n e s s w h i c h i s p r e s e n t p r i o r t o t h e I n - j! t e r v e n t i o n o f u n c r e a t i v e p a r e n t s , n e i g h b o r s , and t e a c h e r s . p I C r e a t i v e a r t a b i l i t y , e n c o u r a g e d and f o s t e r e d , may c a r r y !j
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I
im p ro vem ent ana e n r i c h m e n t o f e d u c a t i o n i n a l l t y p e s o f schools.
These problem s a r e :
1 To d e v e l o p a p h i l o s o p h y o f a r t e d u c a t i o n , and t o h e l p s t u d e n t s , t e a c h e r s , and o t h e r a d m i n i s t r a t o r s d e v e l o p ; understanding in t h is f ie ld 2 To a i d i n t h e e s t a b l i s h m e n t o f d e m o c r a t i c p r a c t i c e : i n a d e p a r t m e n t o f a r t e d u c a t i o n , so t h a t a t t i t u d e s and u n d e r s t a n d i n g s d e v e l o p e d by i t s members may b e c a r r i e d o v e r i n t o p u b l i c s c h o o l s and o t h e r c o m m u n i t i e s 2 To d e t e r m i n e t h e r o l e o f a n a d m i n i s t r a t o r o f a r t e d u c a t i o n i n a t e a c h e r s c o l l e g e which i s i n k e e p in g w i t h t h e d e m o c r a t i c i d e a l , and w h i c h w i l l p e r m i t g r e a t e r f r e e dom f o r th e s o l u t i o n o f o t h e r problem s l i s t e d h e re 4 To d e t e r m i n e t h e n a t u r e o f t h e d u t i e s and r e s p o n s i b i l i t i e s w h i c h s h o u l d b e assumed by s t u d e n t s , i n s t r u c t o r s , and s e r v i c e p e r s o n n e l , i n o r d e r t o a s s u r e maximum p e r s o n a l and s o c i a l d e v e l o p m e n t f o r t h o s e c o n c e r n e d 5 To r e c r u i t and s e l e c t s t u d e n t s and f a c u l t y mem b e r s who a r e q u a l i f i e d t o p a r t i c i p a t e i n a d e m o c r a t i c a l l y a d m in is te r e d program o f a r t e d u c a ti o n 6 To d e v e l o p , i n i t i a t e , m a i n t a i n , and im p r o v e a n a r t e d u c a t i o n c u r r i c u l u m w h i c h w i l l f u l f i l l t h e a lm s o f an a r t e d u c a tio n a l philosophy 7 To d e v e l o p a s c i e n t i f i c a p p r o a c h t o t h e i m p r o v e ment o f a r t e d u c a t i o n R ecognizing the
f a c t t h a t t h e s e problem s a r e n o t i n
s o l u b l e , h o w e v e r d i f f i c u l t t h e y may se em , l e t
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t o d e l v e i n t o t h e m a nd s e e k i n f o r m a t i o n f o r t h e i r immed i a t e or e v en tu al s o lu tio n .
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
CHAFTSR I THE DEVELOPMENT OF A PHILOSOPHY !;
I
OF ART EDUCATION '
' : INTRODUCTION TO THE CHAPTER
ii
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•
The a d m i n i s t r a t o r i n a p r o g r a m o f a r t e d u c a t i o n i n a : t e a c h e r s c o l l e g e i s i n a key p o s i t i o n . ;i a d m i n i s t r a t i v e s t r u c t u r e ii
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s c h o o l t e a c h e r s , and s c h o o l c h i l d r e n .
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:
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i s e s p e c i a l l y i m p o r t a n t f o r h im t o h a v e , o r t o d e v e l o p , :
; a reasonably c l e a r , soundly-based philosophy of a r t edi!
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i;
!
b a c k and p h i l o s o p h i z e .
I h a v e a b u d g e t t o s u b m i t by t h e
f i f t e e n t h o f t h e m o n t h , and t w e n t y - f i v e f r e s h m a n s t u d e n t a p p l i c a n t s t o d e c i d e u p o n b e f o r e t h e end o f t h e w e e k . ” I f th e a d m i n i s t r a t o r does not have tim e f o r p h ilo s o p h ic r e f l e c t i o n s , perhaps th e m a tte r i s a problem o f tim in g . I f t h i s i s the case, suggestions fo r re a rra n g in g the ad m i n i s t r a t o r ’ s t i m e and f o r r e c o n s i d e r i n g t h e e x t e n t o f h i s ! a d m i n i s t r a t i v e r e s p o n s i b i l i t i e s have been suggested i n j;
C h a p t e r s I I I and I V .
I t i s more t h a n l i k e l y , h o w e v e r ,
t h a t t h e a d m i n i s t r a t o r who d o e s n o t h a v e t i m e t o d e v e l o p a p h i l o s o p h y o f a r t e d u c a t i o n d o e s n o t c o n s i d e r i t a s im- ■ p o r t a n t a s t h e d a y - t o - d a y p r o b l e m s o f f i n a n c e and s t u d e n t
:
I'
adm issions. The a t t i t u d e o f a r t e d u c a t i o n a l a d m i n i s t r a t o r s toward!! p h i l o s o p h y i s c l e a r l y i n d i c a t e d by a s t u d y o f c o u r s e r e q u irem en ts i n v a r i o u s i n s t i t u t i o n s which p re p a re t e a c h e r s of a r t .
i:
I n n e a r ly every c a s e , th e a r t e d u c a tio n d e p a r t
ment c h a i r m a n h a s had a g r e a t d e a l t o s a y a b o u t t h e l n c l u - j sio n or e x c lu s io n o f c e r t a i n c o u rse s i n th e a r t education-! a l curriculum .
Of f i f t y
by H a g e r and Z i e g f e l d
I I:
i n s t i t u t i o n s w h i c h w e re s u r v e y e d !:
( s e e A p p e n d i x B ) o n l y one p r e s c r i b e d ! :
a c o u r s e i n p h i l o s o p h y a s a p a r t o f g e n e r a l and a c a d e m i c requirem ents.
In fo rty -eig h t in s titu tio n s
(of f i f t y
sur-
veyed) r e p o r t i n g c o u rs e s i n e d u c a tio n o th e r th a n a r t ed-
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
:
u c a t i o n , c o u r s e s i n t h e p h ilo s o p h y o f e d u c a t i o n were i n i'; e l u d e d i n t h e v e r y b r o a d
(and p r o b a b l y d o m i n a n t ) c a t e g o r y
o f “g e n e r a l t e a c h i n g m e t h o d s . "
T his p a ssiv e a t t i t u d e
t o w a r d t h e t e a c h i n g o f p h i l o s o p h y , a s s u g g e s t e d by t h e abov e-m en tio n ed r e p o r t , i n d i c a t e s a d e f i n i t e need f o r a * b e t t e r u n d e rsta n d in g o f philosophy as an im portant a sp e c t I of a rt teacher p rep aratio n .
The p a g e s w h i c h f o l l o w com-
: p r i s e a n a t t e m p t t o s e t f o r t h a m ethod o f d e v e l o p i n g a
j;
p h i l o s o p h y o f a r t e d u c a t i o n , and i n d i c a t e a s p e c t s o f t h i s i s u b j e c t w h i c h a r e c o n s i d e r e d i m p o r t a n t by some l e a d i n g
ii
f,
I c o n t e m p o r a r y p h i l o s o p h e r s , e d u c a t o r s , and p s y c h o l o g i s t s . i:
. The c h a p t e r c o n c l u d e s w i t h a p h i l o s o p h i c s t r u c t u r e d e ^ sig n e d t o s e rv e a s t h e framework w i t h i n which a program
j;
; o f a r t e d u c a ti o n i n a t e a c h e r s c o l l e g e can be d e v e lo p e d , ;;
1;
m a i n t a i n e d , and i m p r o v e d . !
i 5 ■
The good t e a c h e r i s n o t a d i c t a t o r , b u t r a t h e r a p u p i l more a d v a n c e d i n t e c h n i q u e t h a n t h e o t h e r s , more c o n s c i o u s o f t h e a i m t o be a c h i e v e d and t h e means t h a t must b e a d o p t e d , who w o rks w i t h t h e c h i l d r e n , s y m p a t h i z e s w i t h t h e m , and e n c o u r a g e s t h e m , g i v e s th e m t h a t p r i c e l e s s p o s s e s s i o n which i s s e l f c o n f i d e n c e A J T h i s d e f i n i t i o n i s r e l a t e d t o a c o n c e p t o f democ r a c y w h i c h w i l l be s u g g e s t e d i n t h e c l o s i n g s e c t i o n o f t h i s c h a p t e r and w h i c h w i l l u n d e r l y t h e e n t i r e s t r u c t u r e o f th e C h a p te r which f o l l o w s . ESTHETIC EDUCATION AS AN ANTIDOTE FOR THE FRUSTRATIONAGGRESSION COMPLEX C r e a t i v e a r t e d u c a t i o n i s one o f t h e most e f f e c t i v e means f o r c r e a t i n g human and s o c i a l b o n d s .
H e r b e r t Read
f e e l s t h a t t h r o u g h c r e a t i v e a c t i v i t i e s i n e d u c a t i o n we c a n h e l p t o overcome t h e f r u s t r a t i o n - a g g r e s s i o n co mplex I n p e o p l e w h i c h may u l t i m a t e l y c a u s e w a r .
Since a r t
a c t i v i t i e s i n one f o r m o r a n o t h e r a r e e s s e n t i a l l y c r e a t i v e and e s t h e t i c i n n a t u r e i t i s c o n c e i v a b l e t h a t t h e y may be t h e c h a n n e l t h r o u g h w h i c h a l l f o r m s o f e d u c a t i o n a re given to the in d iv id u a l s tu d e n t. P l a t o , S c h i l l e r , and B e r n a r d Shaw h ave m a i n t a i n e d t h a t e s t h e t i c e d u c a t i o n i s th e o n ly kind o f e d u c a tio n t h a t r e a l l y m a tte r s . . .su ch term s a s s c i e n t i f i c e d u c a t i o n and s e c u l a r e d u c a t i o n 13
H e r b e r t R e a d , The G r a s s R o o t s o f A r t , p . 6 2 .
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are th o u g h tle ss nonsense. ^ W ith r e g a r d t o e d u c a t i o n a l d e v e l o p m e n t t h r o u g h t h e
j:
c u l t i v a t i o n o f o u r s e n s e s , Read s a y s : Our p a r t i c u l a r t r o u b l e , I n t h i s ”a i r c o n d i t i o n e d n i g h t m a r e ” w h i c h we c a l l a c i v i l i z a t i o n , i s t h a t we h a v e l o s t t h e v e r y n o t i o n o f c u l t i v a t i n g t h e s e n s e s , u n t i l b u t t e r f i n g e r e d and t o n g u e - t i e d , h a l f b l i n d and d e a f t o a l l n e r v o u s v i b r a t i o n s , we s t u m b l e t h r o u g h l i f e u n a w a r e o f i t s most a p p e a l i n g a s p e c t s .15 A PHILOSOPHIC FRAMEWORK WITHIN WHICH A PROGRAM OF ART EDUCATION IK A TEACHERS COLLEGE MAY BE DEVELOPED, ADMINIS TERED, MAINTAINED, AMD IMPROVED The d e v e l o p m e n t o f a p h i l o s o p h y o f a r t e d u c a t i o n i s e s s e n t i a l t o e f f e c t i v e a d m i n i s t r a t i o n o f any p r o g r a m i n th is fie ld .
B e f o r e s p e c i f i c , so m e ti m e s r o u t i n e , p r o b
lem s d e a l i n g w i t h t h e a d m i n i s t r a t i o n o f a r t e d u c a t i o n c a n be s o l v e d t h e y must b e c o n s i d e r e d i n l i g h t o f t h e i r r e l a t i o n s h i p t o a t o t a l p l a n - a p h i lo s o p h ic framework. The b a s i c p h i l o s o p h i c f r a m e w o r k o f t h i s t h e s i s i s s e t fo rth in th is chapter.
The d e t a i l s , o r v a r i o u s com
p o n e n t s o f t h i s f r a m e w o r k , a r e t o be fo u n d i n t h e f i v e follow ing c h a p te rs.
The e f f e c t o f a p r o g r a m o f a r t
t e a c h e r e d u c a t i o n a d m i n i s t e r e d and d e v e l o p e d i n l i g h t o f 14
I b i d ., p. 69.
15
I b i d . , p . 37.
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t h i s framework i s p r e d i c t e d i n C h a p te r V I I . C e r t a i n a s p e c t s o f a r t e d u c a t i o n a l p h ilo s o p h y which a r e c o n s i d e r e d i m p o r t a n t by some l e a d i n g p h i l o s o p h e r s , e d u c a t o r s , and p s y c h o l o g i s t s h a v e b e e n o f f e r e d a s p o s s i b l e source m a t e r i a l f o r th e fo rm a tio n of an a r t educa t i o n a l p hilosophy.
A l t h o u g h somewhat b r o a d i n s c o p e and
f r e q u e n t l y d e t a i l e d to i n s u r e c o r r e c t m eaning, rem aining pages o f t h i s c h a p te r c o n ta in
a
the
suggested
p h i l o s o p h i c framework w ith in t which a program o f a r t e d u c a t i o n i n a t e a c h e r s c o l l e g e may b e d e v e l o p e d , a d m i n i s t e r e d , m a i n t a i n e d , and i m p r o v e d . F i r s t and f o r e m o s t a d e p a r t m e n t o f a r t e d u c a t i o n i n a t e a c h e r s c o l l e g e must b e a d e m o c r a t i c co m m u n ity .
Its
various personnel, stu d e n ts, te a c h e rs , a d m in istra to rs, s e r v i c e s t a f f , and a l a y a d v i s o r y g r o u p s h o u l d be r e p r e s e n t e d by members o f e a c h r e s p e c t i v e g r o u p i n a n a d m i n i s t r a t i v e c o m m i t t e e w h i c h d e t e r m i n e s , f o r m u l a t e s , and a d m in isters various a sp e c ts of departm ental p o lic y . T h e r e must b e a d e f i n i t e f e e l i n g on t h e p a r t o f a l l d e p a rtm e n t p e r s o n n e l t h a t th e y have a v o ic e i n t h e d e t e r m i n a t i o n o f a l l s t a n d a r d s and r u l e s by w h i c h t h e y w i l l be g o v ern ed .
T h e r e m ust be no f e e l i n g o f c o e r c i o n , no
a u t h o r i t a r i a n a d m i n i s t r a t i o n , and no f o r m o f d i c t a t o r ship.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
I n o r d e r t o f u n c t i o n more e f f e c t i v e l y , and more dem- :j o c r a t i c a l l y , an a r t e d u c a t i o n d e p artm e n t should form an i n t e g r a l p a r t o f a l a r g e r d e m o c r a t i c c o l l e g e co m m u n ity . I n o r d e r f o r t h e c o l l e g e community t o f u n c t i o n more e f f e c t i v e l y and more d e m o c r a t i c a l l y i t
should form an i n
t e g r a l p a r t o f t h e n e i g h b o r i n g d e m o c r a t i c community o f th e to v n o r c i t y i n which i t make t h i s p o i n t c l e a r :
is
located .
But l e t us
a departm ent o f a r t e d u c a tio n i n !
a t e a c h e r s c o l l e g e c a n f u n c t i o n e f f e c t i v e l y and dem o c r a t i c a l l y w h e t h e r o r n o t t h e c o l l e g e and t o w n o r c i t y o f which i t
i s a p a rt are dem ocratically ad m in istered .
The f i v e c h a p t e r s w h i c h f o l l o w i l l u s t r a t e i n more d e t a i l i: means by w h i c h a n a r t e d u c a t i o n d e p a r t m e n t c a n b e d e v e l o p e d i n t o a d e m o c r a t i c co m m u n ity . I t i s e s s e n t i a l f o r a w e l l - s t r u c t u r e d p h i l o s o p h y t o I; h a v e a s i n g l e t h r e a d , a t l e a s t , o f c o n t i n u i t y w h i c h c o n - !: n e c t s a l l o f i t s component p a r t s .
Perhaps th e choice o f
j;
" t h r e a d ” a s a m e t a p h o r seems q u e s t i o n a b l e , y e t t h e c o n t i n u o u s t h r e a d o f dem o c rac y w h i c h i s t h e b a s i s f o r t h i s p h ilo s o p h ic s t r u c t u r e i s indeed b r e a k a b le , a lth o u g h con- ; s i d e r a b l e p r e s s u r e must b e e x e r t e d i n o r d e r t o b r e a k i t ; and i t u s u a l l y c a n n o t be s t r e t c h e d , a l t h o u g h t h e r e a r e some who would t r y e v e n t h i s .
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j.
A r t e d u c a t i o n must t a k e d e m o c r a c y a s i t s b a s i c a i m . T his i s ,
;
o b v i o u s l y , a g r e a t d e a l more t h a n t o s a y , a s
o u r h i s t o r i c a r t t e a c h e r s once s a i d , t h a t " t h e a im o f a r t e d u c a ti o n i s t o d e v elo p draw ing a b i l i t y . "
I t is also a
g r e a t d e a l more t o say t h a n p r e p a r a t i o n f o r l i v i n g i n a dem ocratic s o c i e t y .
T a k e n i n i t s most i n c l u s i v e s e n s e ,
w i t h o u t a t t e m p t i n g t o d e f i n e t e r m s ( w h i c h h a s b e e n done i n C h a p t e r IV) dem o c rac y a s a b a s i c a i m o f a p h i l o s o p h y o f a r t e d u c a t i o n i n a t e a c h e r s c o l l e g e means d e m o c r a t i c l i v i n g , s t u d y i n g , t e a c h i n g , a nd a d m i n i s t r a t i o n i n a
|
t e a c h e r s c o l l e g e , i n t h e s c h o o l s f r o m w h i c h a r t e d u c a ti o n i j s t u d e n t s w ere e d u c a t e d p r i o r t o e n r o l l m e n t i n c o l l e g e , and i n t h e s c h o o l s i n w h i c h t h e y w i l l e v e n t u a l l y t e a c h ,
j
The u n d e r l y i n g , b a s i c a im o f a r t e d u c a t i o n , d e m o c r a c y , in v o lv e s th e development o f a t t i t u d e s — a t t i t u d e s d e v e l oped t h r o u g h d e m o c r a t i c l i v i n g i n t h e c o l l e g e o r a s c h o o l comm unity —w h i c h c a r r y o v e r n a t u r a l l y i n t o s u b s e q u e n t a s s o c i a t i o n s o u t s i d e o f s c h o o l i n o t h e r com m u n ities. Closely interwoven wit h democracy, and a n integral
a s p e c t o f a p h i l o s o p h i c f r a m e w o r k f o r t h e d e v e l o p m e n t o f i. an a r t e d u c a tio n program , a re th e e d u c a tiv e f u n c tio n s o f art.
T hese f u n c t i o n s s h o u l d be u n d e r s t o o d by t h e p e r
sonnel of an a r t e d u ca tio n departm ent.
T heir v a lu e ,
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like!:
t h a t o f t h e i r m u t u a l c o m p o n e n t, d e m o c r a c y , must b e p l a c e d : ab o v e t h e d e v e l o p m e n t o f g r a p h i c s l r i l l s i n d r a w i n g and p a i n t i n g f o r t h e g i f t e d few.
They must be c o n s i d e r e d
a p p l i c a b l e t o t h e v a s t m a j o r i t y o f p e o p l e who a r e c o n su m e rs o f a r t r a t h e r t h a n p r o d u c e r s o f a r t . THE EDUCATIVE FUNCTIONS OF ART B e c a u s e o f t h e b r o a d s c o p e o f a r t , and b e c a u s e i t
is
a p a r t o f n e a r l y e v e r y human a c t i v i t y , i t i s d i f f i c u l t , i f not im p o s sib le , to d e sc rib e a l l of i t s e d u ca tiv e fu n ctio n s.
The l i s t w h i c h f o l l o w s r e p r e s e n t s a n a t t e m p t ;
t o c a t e g o r i z e some o f t h e m a j o r e d u c a t i v e f u n c t i o n s o f a r t a s t h e y a p p l y t o t h o s e p e r s o n s who a r e n o t , o r p r o b - ij a b l y w i l l n o t be, p r o f e s s i o n a l a r t i s t s .
T h is should n o t
be t a k e n t o m ean, h o w e v e r , t h a t t h e y w i l l n o t be g i v e n the o p po rtu n ity to explore the p o s s i b i l i t i e s of v ario u s a r t m edia, o r t h a t they w i l l n o t develop p r o f i c i e n c y or a hobby i n t e r e s t i n one o f t h e m . THE MAJOR EDUCATIVE FUNCTIONS OF ART 1
To e n c o u r a g e o r i g i n a l i t y and I n i t i a t i v e
2
To d e v e l o p and e n c o u r a g e c o o p e r a t i v e m e t h o d s o f problem s o lv in g
3
To d e v e l o p , m a i n t a i n , o r r e s t o r e e m o t i o n a l sta b ility
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
j
4-
To e n r i c h and v i v i f y g e n e r a l e d u c a t i o n a l e x -
j
perlences 5
To c a l l a t t e n t i o n t o s t r e n g t h s and w e a k n e s s e s i n o u r p o l i t i c a l and e con o m ic s y s t e m s , and i n
;
o u r c u l t u r a l and r e l i g i o u s i n s t i t u t i o n s 6
To e n c o u r a g e good t a s t e
in the s e le c tio n of
m a n u f a c t u r e d o b j e c t s and o r i g i n a l a r t w o rk s 7
To p r o v i d e a s o u r c e o f e n j o y a b l e , c o n s t r u c t i v e , l e i s u r e tim e a c t i v i t i e s
1
THE ENCOURAGEMENT OF ORIGINALITY AND INITIATIVE One o f t h e p r i m a r y e d u c a t i v e f u n c t i o n s o f a r t i s
;; i
t h e encouragement o f i n d i v i d u a l d i f f e r e n c e s i n an ed u ca- | t i o n a l system which i s ,
i n many r e s p e c t s , s t e r e o t y p e d .
B e c a u s e o f crowded c l a s s e s i n a l l
j
le v e ls of ed u catio n , iti
i s e v e n more I m p o r t a n t t h a n u s u a l t h a t a r t a c t i v i t i e s p l a y a more i m p o r t a n t r o l e i n e d u c a t i o n .
Art a c t i v i t i e s
by t h e i r v e r y n a t u r e e n c o u r a g e i n d i v i d u a l s t o s e e k u n i q u e s o l u t i o n s t o common p r o b l e m s .
D i f f e r e n t approaches!
t o th e s o l u t i o n o f everyday p ro b lem s, such as th e s e l e c - ! t i o n of c lo th in g or th e d e c o ra tio n of i n t e r i o r s ,
should
be e n c o u r a g e d and e x p e c t e d . The s t u d e n t who i s e n c o u r a g e d t o e x p r e s s h i s own concepts o f th in g s in v a rio u s a r t a c t i v i t i e s w i l l l i k e l y i
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
assume initiative in enriching his graphic or plastic representations.
|i
The attitudes developed in art actlV-
ities toward expression of original thoughts will be car ried over into problem solving in other activities.
2
THE DEVELOPMENT AND ENCOURAGEMENT OF COOPERATIVE
j;
METHODS OF PROBLEM SOLVING A wide variety of art
activities,
such as three-
dimensional models of home communities, paper mache
J
construction of life-size animals, and classroom murals, ; i lend themselves well to group work.
The very nature of
these activities brings students into close harmony in the construction and painting processes.
j;
Without verbal |;
instruction concerning the values of group cooperation,
;;
students become aware that certain problems can be solved more satisfactorily by a group working together than by an Individual working alone.
Students engaged
in making drawings or paintings for classroom murals, for example,
;i i;
learn through observation and experience
that certain modifications of individual ideas are e s sential to the betterment of a group endeavor.
Here
too, attitudes developed in group cooperation in art activities are likely to be carried over into problem solving in other activities.
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'
3
THE DEVELOPMENT, MAINTENANCE, OR RESTORATION OP
ji
EMOTIONAL STABILITY
\
A r t a c t i v i t i e s a f f o r d a n o r m a l , e f f e c t i v e method o f se lf d iscip lin e. such as p a i n t ,
i;
The v e r y n a t u r e o f c e r t a i n a r t m e d i a ,
s t o n e , o r wood, Invoices c e r t a i n l l m i t a -
t i o n s u p on t h e p e r s o n w o r k i n g w i t h t h e m .
i T h ese and o t h e r ;;
m e d i a c a n be worked w i t h i n c e r t a i n ways and n o t i n ! o thers.
The l i m i t a t i o n s o f c a r v i n g i n wood, f o r e x a m p l e ,
t e n d t o d i s c i p l i n e t h e wood w o r k e r .
He c a n n o t a t t a c k 1
t h e wood w i l d l y w i t h o u t e n d a n g e r i n g h i s f i n g e r s o r a r m s .
; ;
He cannot s t r i k e t h e c h i s e l w i t h t o o much f o r c e o r he may :: s p l i t t h e wood and r u i n a n o b j e c t w h i c h may be n e a r i n g com pletion. The c o n c e n t r a t i o n n e c e s s i t a t e d by c e r t a i n a r t a c t i v i t i e s o r p r o c e s s e s may b e n e f i t t h e s l i p s h o d t h i n k e r i n t h a t he must l e a r n t o o r g a n i z e h i s t h o u g h t s and m eth o d s o f s o l v i n g a p r o b l e m .
C o n v e rsely , th e freedom
a f f o r d e d by s p a t t e r p a i n t i n g o r f r e e - b r u s h t e m p e r a p a i n t i n g may o f f e r r e l a x a t i o n t o t h e p e r s o n who i s t e n s e or u n d e r nervous strain.
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The s e l e c t i o n o f a s u i t a b l e
a r t medium o r a c t i v i t y u n d e r t h e g u i d a n c e o f a c o m p e t e n t | t e a c h e r i s o b v io u sly im p o r ta n t t o avoid i n c r e a s i n g a ten d e n c y toward n e r v o u s n e s s o r c a r e l e s s n e s s i n i n d i v i d u a l ; 1 behavior.
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1
The s a t i s f a c t o r y c o m p l e t i o n o f a n a r t work: i n any medium i s b e n e f i c i a l t o i n d i v i d u a l d e v e l o p m e n t .
The
s h e e r jo y o f c r e a t i n g s o m e t h i n g i s i m p o r t a n t ; and t h e c o m p l e t i o n o f a c r e a t i v e p r o j e c t m ark s a s t e p f o r w a r d f o r the i n d iv i d u a l.
No m a t t e r how w i l d
(or fu ss y ) i t
may l o o k t o t h e c a s u a l o b s e r v e r , i f t h e i n d i v i d u a l who c r e a t e d a n o r i g i n a l work o f a r t g a i n e d some p l e a s u r e i n creating i t
o r i n a p p r e c i a t i n g t h e f i n i s h e d r e s u l t , an
e d u c a tio n a l value has been d e riv e d .
S a tis fy in g activ ities;
o r r e s u l t s tend t o s t a b i l i z e th e em otions o f th e c r e a t o r or a p p re c ia to r.
Continued p r o d u c t i o n o r a p p r e c i a t i o n o f /
a r t works t a k e n h e r e t o i n c l u d e a v a r i e t y o f m e d i a and a c t i v i t i e s - a l l t h e way f r o m d r a w i n g o b j e c t s t o a r ran g in g f u r n i t u r e , te n d s to m a in ta in em otional s t a b i l i t y . I n t h e p a s t few y e a r s r a p i d a d v a n c e s h a v e b e e n made i n d is c o v e r in g th e im portance o f a r t a c t i v i t i e s as th e ra p e u tic agents f o r the r e s t o r a t i o n of norm ality to persons s u f f e r i n g nervous or p h y s ic a l d i s o r d e r s . activ ities
Art
s u c h a s p a i n t i n g , c l a y m o d e l i n g , and t h r e e -
d im e n sio n a l - c o n s tru c tio n have proved e s p e c i a l l y h e l p f u l i n s p e e d i n g up t h e r e c o v e r y o f n e u r o t i c p a t i e n t s .
F in
g e r p a i n t i n g , c l a y m o d e l i n g , and o t h e r a r t a c t i v i t i e s have b e en used w i t h c o n s i d e r a b l e s u c c e s s i n im p ro v in g th e m anipulative as w ell as co n cep tu al a b i l i t i e s of
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p h y s i c a l l y h a n d i c a p p e d c h i l d r e n and a d u l t s . 4
THE ENRICHMENT AND VIVIFICATION OF GENERAL EDUCATIONAL j EXPERIENCES The r o l e o f a r t I n t h e s c h o o l c u r r i c u l u m I s d e s
t i n e d t o be t h a t o f a n i n t e g r a t i v e f a c t o r i n t h e e n t i r e e d u c a ti o n a l program.
T h r o u g h t h e medium o f c r e a t i v e a r t
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a c t i v i t i e s b e t t e r u n d e r s t a n d i n g , more v i v i d u n d e r s t a n d i n g , i n a l l f i e l d s o f e d u c a t i o n c a n be f o s t e r e d .
Once
a s u b j e c t h a s b e e n e x p r e s s e d g r a p h i c a l l y on p a p e r o r p l a s t i c a l l y i n c l a y o r p a p e r mache i t w i l l n o t be so on fo rg o tten .
C re a tiv e a r t a c t i v i t i e s can e n r i c h as v e i l
a s v i v i f y t h e s u b j e c t m a t t e r I n v a r i o u s academ ic c o u r s e s s u c h a s h i s t o r y and g e o g r a p h y .
■
I n t e g r a t i o n , once dominant
in th e a r t a c t i v i t i e s of the p u b lic sch o o ls, su ffe red a considerable
l o s s o f f a v o r d u r i n g t h e p a s t t e n o r tw enty
y e a r s , p r i m a r i l y b e ca u se academ ic t e a c h e r s u sed t h e a r t t e a c h e r and a r t s t u d e n t s a s s e r v i c e p e r s o n n e l t o make p o s t e r s , d e c o r a t e r o o m s , e t c . , when more c r e a t i v e and i m p o r t a n t a r t a c t i v i t i e s were a v a i l a b l e .
R ecently,
h o w e v e r , many t e a c h e r s h a v e become a w are t h a t a l l p h a s e s o f l i v i n g h a v e a r t a s p e c t s , and s e e k t o e n r i c h v a r i o u s classroom a c t i v i t i e s w ith c r e a t i v e , i n t e g r a t e d , a r t p ro jects.
An i n c r e a s i n g number o f a r t t e a c h e r s , i n a d -
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e x e r c i s e d by t h e U n i t e d S t a t e s P o s t a l A u t h o r i t i e s . 1?
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I f r e s p o n s i b i l i t y i s im p o ssib le w ith o u t freedom , c e r t a i n l y you c a n n o t h a v e f r e e d o m w i t h o u t r e s p o n s i b i l i t y . . . I f s tu d e n ts a re not coerced or c o d d l e d o r s p i e d u po n t h e y a r e f r o m t h e o u t s e t p u t u n d e r a heavy load o f i n d i v i d u a l a c c o u n t a b i l i t y . . . u n le s s th e y can a c c e p t t h i s re s p o n s i b i l i t y t h e y w i l l n o t come. And i f t h e y c a n n o t c a r r y i t t h e y c a n n o t c o n t i n u e t o be members o f t h e a c a d e m i c com m u nity . S l a c k e r s and w a s t e r s . . . may n o t be t h r e a t e n e d . . . b u t t h e y a r e t r e a t e d w i t h m i l d c o n t e m p t j and t h a t i s e v e n more d i s c o u r a g i n g . 14
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i n t h e d i c t i o n a r y , t h e f o l l o w i n g seem most a p p r o p r i a t e t o j; th is p a rtic u la r discussion; Calm ness o f t e m p e r and ju d g m e n t b e f i t t i n g a p h ilo s o p h e r] m ental s e r e n i t y . . . r a t i o n a l ] w i s e ; t e m p e r a t e ] u n r u f f l e d . *5 13
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Samuel P . C a p e n , MR e f l e c t i o n s oh Fre ed om i n E d u c a jj t i o n , M P h i l o s o p h y and P h e n o m e n o l o g i c a l R e s e a r c h , V o l . i! VUI ( J u n e T p r-2f95. ---------j 14 I b i d . , p . 5 0 1 . j; 15 W e b s t e r ’ s C o l l e g i a t e D i c t i o n a r y , F i f t h E d i t i o n , p . 7^6.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
The ■ w ritin gs o f Dewey and Capen t y p i f y t h e c a l m , r a t i o n a l , I and w i s e a p p r o a c h t o a s t u d y o f d e m o c r a c y .
In order to
a v o i d sn a p j u d g m e n t s , and t o p r o c e e d i n a l o g i c a l ,
sclen-
I t i f i c m a n n e r , we h a v e p r e s e n t e d i n t h i s c h a p t e r , and i n ; C hapter I , a fo u n d a tio n f o r a d i s c u s s i o n of d em ocratic : a r t e d u c a t i o n a l a d m i n i s t r a t i o n . T h i s f o u n d a t i o n i s corni ! posed o f t h e c o n s id e r e d judgments o f e s t a b l i s h e d e d u ca t o r s and p h i l o s o p h e r s , p l u s p e r s o n a l i n t e r p r e t a t i o n s and
! i
f u r t h e r r e f l e c t i o n s u p o n t h e co mplex s u b j e c t o f d e m o c rac y j as i t r e l a te s to a r t edu catio nal a d m in istra tio n . Many o f t h e d e m o c r a t i c p r a c t i c e s w h i c h a r e s u g g e s t e d i:
j b e lo w a r e i n t h e n a t u r e o f a t t i t u d e s o r a s s u m p t i o n s , some : o f which a r e based u pon, o r d e r i v e d i n t h e o r y from quoi; t a t i o n s w h i c h a p p e a r e d e a r l i e r i n t h i s c h a p t e r .
Y et, fo r
j; p u r p o s e s o f c l a r i t y , t h e y a r e l a b e l e d " p r a c t i c e s ” b e c a u s e ! : t h e y s h o u l d be p r a c t i c e d , n o t a l o n e t a l f c e d a b o u t o r t h e o -
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T h o se p r a c t i c e s w h i c h do n o t f a l l i n t o t h e r e a l m
; o f i n a l i e n a b l e i n d i v i d u a l r i g h t s c o u l d , f o r t h e most p a r t , j be c l a s s e d u n d e r t h e h e a d i n g human r e l a t i o n s .
W ith r e -
;i g a r d t o t h i s s u b j e c t , Cummings h a s s a i d , :i
;
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. . . t h i s m o st d i f f i c u l t p r o b l e m o f s c h o o l a d m i n i s t r a t i o n : t h e human r e l a t i o n s o f t h e p e o p l e en g aged i n t h e c o n d u c t o f t h e e d u c a t i o n a l e n t e r p r i s e . . . Only by t h e f u l l e s t c o o p e r a t i o n . . w i l l t h e human r e l a t i o n s i n s c h o o l a d m i n i s t r a t i o n i
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?
be r a i s e d t o a h i g h e r l e v e l . ^ E ac h o f t h e f o l l o w i n g d e m o c r a t i c p r a c t i c e s i n t h e a d m i n i s t r a t i o n o f a r t e d u c a t i o n w i l l be d i s c u s s e d s u b sequently in g r e a te r d e t a i l . 1.
A d e m o c r a t i c d e p a r t m e n t a l a d m i n i s t r a t i v e com m i t t e e composed o f p r o p o r t i o n a t e nu m b ers o f s tu d e n t, f a c u l t y , a d m in is tr a tiv e , m aintenance, and c l e r i c a l s t a f f r e p r e s e n t a t i v e s .
2.
A s y s t e m o f t e n u r e and p r o m o t i o n b a s e d u p o n q u a lity of in s tr u c tio n , resea rch (including c r e a t i v e w ork i n a r t m e d i a ) , and community service
3.
The e n c o u r a g e m e n t o f s c i e n t i f i c i n v e s t i g a t i o n s o f any s u b j e c t , i n c l u d i n g c r e a t i v e a r t w ork i n any medium o r s t y l e
4.
The e n c o u r a g e m e n t o f c o - c u r r i c u l a r g r o u p s , in clu d in g t h e i r sponsorship of d isc u ssio n s o r s p e a k e r s on any s u b j e c t
5.
The e n c o u r a g e m e n t o f u n c e n s o r e d s t u d e n t and f a c u l t y p u b l i c a t i o n s , s u b j e c t only t o r e s t r i c t i o n s impo sed by t h e U n i t e d S t a t e s P o stal A u th o rities
16
L. 0 . Cummings, C o o p e r a t i o n i n S c h o o l A d m i n i s t r a t i o n , :! p. 505. ;;
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The e n c o u r a g e m e n t o f and r e s p e c t f o r i n d i v i -
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Committee on D e m o c r a t i c A d m i n i s t r a t i v e R e l a t i o n s h i p s , E . S . C o n a n t , C h a i r m a n , S e m i n a r i n E d u c a t i o n a l Admin1 s t r a t i o n , The U n i v e r s i t y o f B u f f a l o , S e p t e m b e r , 1 9 ^ 9 A p r i l , 1 9 5 0 . Due t o t h e c o m p l e x i t y o f t h i s s u b j e c t , t h e Com mitte e d i d n o t g e t beyond t h e a d m i n i s t r a t i v e s t r u c t u r e (See F i g u r e 5 ) . E l a b o r a t i o n s u p o n and i n te r p r e ta tio n s of t h i s s tru c tu re a re , th e re fo re , the j o p i n i o n s o f t h e c h a i r m a n , and n o t n e c e s s a r i l y t h o s e j o f th e e n t i r e com m ittee. i
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I s t i t u t e d , p e r h a p s , f o r ”r e s e a r c h . ”
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d u a l s whose s c h e d u l e s i n c l u d e v a r i e d am o u n ts o f c l a s s w o r k and f r e e c r e a t i v e a c t i v i t y ; and s t i l l o t h e r s who : f i n d t h e i r o n l y c r e a t i v e o u t l e t i n c l a s s r o o m t e a c h i n g and ad m in istratio n . 4.
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s p e c i f i c a l l y t h r o u g h t h e medium o f t h e i r a d m i n i s t r a t i v e com m ittee) t h e development o f p r o f e s s i o n a l , s o o i a l , or r e l i g i o u s o r g a n i z a t i o n s -which a r e o p e n t o a l l v ho car© to
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ground, c o lo r , c re e d , or s t a t u s i n s o c ie ty .
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1 symbol i n s c h o o l o r c i t y n e w s p a p e r s , l i t e r a r y m a g a z i n e s , : professional a rt
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c r e a t i v e work.
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o t h e r c o m m u n i t i e s we must n o t o n l y e n c o u r a g e t h e s e d i f f e r e n c e s (which have a b e a r i n g upon a d m is s io n s p o l i c i e s ) , i
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i, b u t d i f f e r e n c e s o f o p i n i o n and means o f e x p r e s s i o n a s v e il. I n d iv id u a l r e s p o n s i b i l i t y i s developed as a r e s u l t o f ji a n i n d i v i d u a l ' s knowledge o f t h e d e m o c r a t i c p r o c e s s . F o r j; e x a m p l e , a s t u d e n t e n t e r i n g c o l l e g e f r o m a h i g h s c h o o l i n ;; v h i c h he v a s ” l e d by t h e h a n d ” i n most I n s t a n c e s i s i l i k e l y t o e x p e c t t o be t o l d v h a t t o do and when t o do i t . ;i ■;
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;i p o s t e r o r a mimeographed s h e e t ; d e m o c r a t i c f r e e d o m s a r e :i ii
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b e s t a d v e r tis e d th ro u g h l i v i n g exam ples.
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;
n e e d s o r w e a k n e s s e s o f s t u d e n t s o r f a c u l t y members |
through b o n a-fid e v i s i t s to c la s s e s or c o - c u r r ic u la r a c t i v i t i e s , however,
I t i s t r u e t h a t th e assum ption t h a t
s t u d e n t s and f a c u l t y members a r e h o n e s t and r e l i a b l e w i l l ; : b e p r o v e n h a z a r d o u s i n a few c a s e s ; b u t i t would seem : more d e m o c r a t i c and s e n s i b l e t o r i s k a few m i s - c a l c u l a t e d ; judgments t h a n t o e n f o r c e r e s t r i c t i o n s which p l a c e every-;!
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! one u n d e r s u s p i c i o n . As C h a n c e l l o r Capen h a s s a i d , ”u n ; l e s s . . . ( s t u d e n t s and f a c u l t y mem bers) c a n a c c e p t t h i s
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i CONCLUSION '' . I f I t i s p o s s i b l e f o r u s t o c o n c e i v e o f , a nd d e v e l o p , ! !; a p r o g r a m o f a r t e d u c a t i o n a l a d m i n i s t r a t i o n b a s e d up o n !i
th e fo reg o in g a sp e c ts of a dem ocratic
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:
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: a d u l t s , p a r e n t s , o f f - s p r i n g , f r i e n d s , an d a c q u a i n t a n c e s ,
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!; 20
■:
Samuel P . C a p en , o p . c l t . , p . 501*
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i
CHAPTER I I I !:
THE ADMINISTRATOR IN
.
i:
AN ART EDUCATION DEPARTMENT
[
OF A TEACHERS COLLEGE
I i'
i;
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INTRODUCTION TO THE CHAPTER !i
The p h i l o s o p h i c s t r u c t u r e o f d e m o c r a t i c a r t e d u c a -
r t i o n a l a d m i n i s t r a t i o n w h i c h h a s b e e n s e t f o r t h i n C h a p t e r s ;! i1 ;i I and I I c a l l s f o r a p a r t i c u l a r t y p e o f a d m i n i s t r a t o r : i t ;i j:
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i c a l l s f o r a n a d m i n i s t r a t o r who c a n w ork w i t h a g r o u p o f ; !i , ■ f a c u l t y m em bers, s t u d e n t s , s e r v i c e p e r s o n n e l , and l a y
!: :i
; a d v i s e r s who w i l l s h a r e i n t h e a d m i n i s t r a t i o n o f a d e p a r t ment o f a r t e d u c a t i o n i n a t e a c h e r s c o l l e g e . ; ' ad m in istrativ e
The n e ed f o r I j
l e a d e r s h i p i n a r t e d u c a t i o n ; some b a s i c
j u n d e r s t a n d i n g s n e c e s s a r y f o r t h e a r t e d u c a t i o n a l admini s t r a t o r ; and some o f t h e b a s i c e l e m e n t s o f a r t e d u c a ■ t i o n a l a d m i n i s t r a t i o n w i l l be d i s c u s s e d i n t h i s c h a p t e r . ji
j;
1 Suggestions f o r th e d i s t r i b u t i o n of a d m in is tr a tiv e func| t l o n s among a l l p e r s o n n e l o f a n a r t e d u c a t i o n d e p a r t m e n t , ; a s w e ll a s th e q u a l i f i c a t i o n s o f t h e s e p e r s o n n e l which a r e i
i
r e q u i s i t e t o t h e i r a b i l i t y t o assum e t h e m , w i l l be fo und I:
i n C h a p t e r s IV and V.
M i
i ii ij i:
THE NEED FOR ADMINISTRATIVE LEADERSHIP IN ART EDUCATION :—
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The p r e p a r a t i o n
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ii
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I m p o r t a n t 1p h a s e o f t e a c h e r e d u c a t i o n , a p h a s e w h i c h r a n k s i n I m p o r t a n c e w i t h t e a c h e r p r e p a r a t i o n i n many o t h e r field s.
The a d m i n i s t r a t o r i n a p r o g r a m o f a r t t e a c h e r
p r e p a r a t i o n i s i n a key p o s i t i o n .
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c o u r a g e m e n t and c o o p e r a t i o n i n w o r k i n g w i t h f a c u l t y mem b e r s , s t u d e n t s , s e r v i c e p e r s o n n e l and a l a y a d v i s o r y g ro u p , c o n t r i b u t e t o t h e e s t a b l i s h m e n t o f a framework o f i n f l u e n c e which w i l l e n r i p h n o t only t h e l o c a l program b u t w i l l have a p o s i t i v e i n f l u e n c e upon t h e developm ent and e x t e n s i o n o f c r e a t i v e a r t e d u c a t i o n i n a l l t y p e s o f s c h o o l s and c o m m u n i t i e s .
i
T h e r e i s a g r o w i n g n e ed f o r a d - !■
m i n i s t r a t o r s o f a r t e d u c a t i o n p r o g r a m s who, t h r o u g h e n c o u r a g e m e n t and c o o p e r a t i o n , c a n a i d i n t h e e s t a b l i s h m e n t I; o f t h i s framework o f i n f l u e n c e . A d m i n i s t r a t i v e l e a d e r s h i p i n a r t e d u c a t i o n i s needed because: 1.
A r t t e a c h e r s who c a n assu m e p o s i t i o n s o f l e a d e r - I
s h i p i n t h e i r f i e l d must b e e n c o u r a g e d t h r o u g h i m p rov e d and e x t e n d e d c o u r s e s o f s t u d y i n a r t e d u c a t i o n .
Many a r t
5
t e a c h e r s a re unable to f u l f i l l th e a r t e d u c a tio n a l needs o f t h e a v e r a g e c o n su m e r o r p o t e n t i a l c o n s u m e r .
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They h a v e c o n t i n u e d t o c a t e r t o g i f t e d p u p i l s . : ;
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n They h a v e b e e n more c o n c e r n e d w i t h t h e d e v e l o p m e n t o f j d r a w i n g and p a i n t i n g s k i l l s t h a n w i t h t h e d e v e l o p m e n t o f 'i
: a p p r e c i a ti o n o f a r t i n everyday l i f e .
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T h e r e i s a n e e d f o r more male a r t t e a c h e r s i n b o t h th e elem entary
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i n t h e p r o f e s s i o n , t h a t t h e y w i l l e n c o u r a g e more a d o l e s c e n ts to continue t h e i r a r t ed u ca tio n (sin ce y o ungsters of i* t h i s a g e o f t e n c o n s i d e r a r t t o be ^ f e m i n i n e *1 and ws i s s y s t u f f * 1) , and t h a t t h e y w i l l assu m e more l e a d e r s h i p p o s i t i o n s i n t h e f i e l d o f a r t e d u c a t i o n w h ere many f e m a l e a r t
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t e a c h e r s a r e o f t e n n o t a n x i o u s o r w i l l i n g t o do s o . I n o r d e r t o e n c o u r a g e more a r t t e a c h e r s t o assum e
;
I l e a d e r s h i p p o s i t i o n s i n t h e a r t t e a c h i n g f i e l d , and i n o r d e r t o b e t t e r q u a l i f y th e m f o r i n c r e a s i n g l y i m p o r t a n t
i:
community r e l a t i o n s , more o p p o r t u n i t i e s f o r p o s t - m a s t e r s d e g r e e w o rk i n a r t e d u c a t i o n must b e u r g e d .
At p r e s e n t i t
i s d i f f i c u l t f o r a r t t e a c h e r s t o do p o s t - m a s t e r s d e g r e e i:
s t u d y , r e s e a r c h , and e x p e r i m e n t a t i o n i n t h i s f i e l d .
In
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d e g r e e s , many a r t t e a c h e r s must i n v e s t i g a t e s u b j e c t s w h i c h ; a r e , a t b e s t , only r e l a t e d t o a r t t e a c h i n g .
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i n e e d f o r a r t e d u c a t i o n a l a d m i n i s t r a t o r s who c a n c o n v i n c e I t h e g r a d u a t e s c h o o l s o f v a r i o u s c o l l e g e s and u n i v e r s i t i e s
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i t h a t s t u d y , r e s e a r c h , and e x p e r i m e n t a t i o n o p p o r t u n i t i e s i n the fie ld
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c o n t i n u e d im p r o v e m e n t o f g e n e r a l . e d u c a t i o n . extended g ra d u a te o f f e r i n g s i n th e f i e l d
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of a r t education
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w i l l e n c o u r a g e t h e d e v e l o p m e n t o f more and b e t t e r q u a l i f i e d ■ ;! lea d ers in the a r t teach in g f i e l d . ;■ !! 2. A r t i s b e c o m in g a n I n c r e a s i n g l y more i m p o r t a n t as-ij i:
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p act of the g e n eral e d u c a tio n a l curriculum .
C lassroom
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t e a c h e r s and p u b l i c s c h o o l a d m i n i s t r a t o r s a r e r e q u e s t i n g more and b e t t e r c r e a t i v e a r t a c t i v i t i e s i n n e a r l y a l l areas
( s u c h a s h i s t o r y and g e o g r a p h y ) a s w e l l a s i n t h e \
s c h o o l a r t program i t s e l f .
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h eritag e.
A rt i s a ls o b eing seen f o r i t s
im portant th e r a - i f: A r t t e a c h e r s and a r t e d - |
p e u t l c and
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u c a t e d c l a s s r o o m t e a c h e r s a r e n e e d e d t o meet t h e demand I f o r a r t a c t i v i t i e s and t o i n t r o d u c e and d e v e l o p a d d i t i o n a l ! a r t a c t i v i t i e s in the p u b lic sc h o o ls. ■;
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Many a r t e d u c a t e d s t u d e n t s e n t e r t h e f i e l d
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< an undergraduate a r t te a c h e r p r e p a r a tio n co u rse.
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T h e r e m ust be d e -
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d e p e n d e n c e , a 4 0 - h o u r work w e e k , and so m e ti m e s b e t t e r
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salaries. 4.
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P u b l i c s c h o o l e n r o l l m e n t s h a v e i n c r e a s e d t r e m e n - j| i| d o u s l y , and g i v e e v i d e n c e o f c o n t i n u e d i n c r e a s e . The ij ' i! s h e e r number o f p u p i l s i n t h e p u b l i c s c h o o l s r e q u i r e s a d - §
i d i t i o n a l a r t t e a c h e r s i f a r t e x p e r i e n c e s a r e t o be e n j o y e d
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by a l l . Recent a n a ly s e s o f th e e f f e c t i v e n e s s of v a rio u s
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t e a c h e r - p u p i l r a t i o s h a v e shown t h a t i n g e n e r a l t w e n t y t o : j,
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The S t r u c t u r e and A d m i n i s t r a t i o n o f E d u c a t i o n i n A m e r i c a n democracy",' N a t i o n a l 'E ducation'' A s s o c i a t i o n , E d u c a ti o n a l P o l i c i e s Committee, p . 10.
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i We h a v e a l l h e a r d and d i s c u s s e d i d e a l t e a c h e r - p u p i l r a t i o s ! ; 1 an d most o f u s a g r e e w i t h th e m i n t h e o r y .
B u t few o f u s
; h a v e had a n o p p o r t u n i t y t o s t u d y t h e e f f e c t i v e n e s s o f s u c h j r e d u c e d c l a s s s i z e due t o t h e crowded c o n d i t i o n s w h i c h p r e v a i l i n m ost s c h o o l s .
In the f ie l d
of a r t education,
h o w e v e r , t h e r e h a v e b e e n some o p p o r t u n i t i e s t o s t u d y t h e e f f e c t i v e n e s s o f t e a c h i n g i n c l a s s e s o f tw elv e t o tw enty p u p i l s j a nd t h o s e who h a v e s t u d i e d o r t a u g h t t h e s e g r o u p s j; : a g r e e t h a t o p p o r t u n i t i e s f o r e d u c a t i o n a l growth have b een i p f a r g re a te r than in la rg e r c la s s e s . : SOME BASIC UNDERSTANDIKGS NECESSARY FOR THE ART EDUCA11
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The a d m i n i s t r a t o r i n a n a r t e d u c a t i o n d e p a r t m e n t o f a te a c h e r s c o ll e g e should p o s s e s s c e r t a i n b a s ic u n d e r: ; s t a n d i n g s . A d i s c u s s i o n o f a t l e a s t a few o f t h e more
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The Museum o f Modern A r t i n New Y o r k C i t y h a s conducted!; c l a s s e s i n a r t f o r c h i l d r e n o f s p e c i f i c a g e g r o u p s ( 5 - !; 7 , 8- 1 0 , e t c . ) where t h e e n r o l l m e n t h a s b e e n l i m i t e d t o t w e l v e o r f i f t e e n s t u d e n t s . The W auk esh a, W i s c o n s i n Y.M.C.A. A r t C l a s s e s h a v e l i m i t e d e n r o l l m e n t s t o f i f t e e n or tw enty c h i l d r e n o f s p e c i f i c age c a t e g o r i e s . Iri b o th c a se s th e a r t t e a c h e r s have a g reed t h a t in d iv id u a l; c r e a t i v e growth has been g r e a t e r w ith o u t lo s s o f essen-i t i a l g r o u p w o r k and c o o p e r a t i o n . S t i l l , h o w e v e r , no e x p e r i m e n t a t i o n h a s b e e n done on a w id e s c a l e i n t e a c h in g a r t t o sm all c l a s s e s i n th e p u b lic elem entary schools.
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UNDERSTANDING THE AIMS OF GENERAL EDUCATION :
The a r t e d u c a t i o n a l a d m i n i s t r a t o r s h o u l d b e f a m i l i a r i iS 1: | v i t h t h e b a s i c a i m s o f g e n e r a l e d u c a t i o n . He s h o u l d d e - ij :■
ii
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study.
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a i m s w h i c h a t f i r s t m i g h t n o t , t o h i m , seem r e l e v a n t t o 'i
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d e p a r t m e n t a d m i n i s t r a t o r s , i n s t r u c t o r s , and s t u d e n t s
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en t.”
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f i e l d o f g e n e r a l e d u c a t i o n , and c o n s i d e r e d i t
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to t h e i r s tu d ie s , teaching, t h e i r general p a tte rn of
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l i v i n g , and t h e i r f u t u r e .
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of
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j a r t e d u c a t o r s , we f i n d t h a t a d m i n i s t r a t o r s o f a r t e d u c a t i o n ji
d e p a r t m e n t s , i n s t r u c t o r s , and s t u d e n t s , i n a n e v e r i n -
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s h i p o f g e n e r a l e d u c a t i o n and a r t .
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seen as an im portant a sp e c t o f g e n e ra l e d u c a tio n . Some o f t h e more i m p o r t a n t a i m s o f g e n e r a l e d u c a t i o n
" w h i c h s h o u l d b e Jtenown and u n d e r s t o o d by a n a r t e d u c a t i o n a i j
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: ad m in istrato r are: A.
R e s p e c t f o r i n d i v i d u a l d i f f e r e n c e s and i n -
: d i v i d u a l w orth, ;;
B.
F r i e n d l y c o o p e r a t i o n b e tw een group;members
C.
S i n c e r i t y and t r u t h f u l n e s s i n p l a c e o f i d l e
: p r a i s e o r b i t t e r condem nation D.
B e l i e f i n g r a d u a l a s s u m p t i o n o f e con o m ic and
j
c i v i c r e s p o n s i b i l i t i e s t h r o u g h o u t ed uca tio nal d e v e l o p m e n t 'i E.
B e l i e f i n a d a p t a b i l i t y t o ch an g e a s e s s e n t i a l
to p re p a ra tio n f o r l iv i n g in a dem ocratic so c ie ty ^ The b a s i c a im s o f g e n e r a l e d u c a t i o n ' a r e t h e b a s i c : aim s o f a r t e d u c a t i o n .
i;
Two l e a d i n g a r t e d u c a t i o n a l p h l i - ij
: o so p h ers have g iv en emphasis t o t h i s th e o ry i n t h e i r ; w idely -circu lated w ritin g s.
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The a r t e d u c a t i o n a l a d m i n
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s k i l l s s u c h a s t h o s e o f d r a w i n g and p a i n t i n g , i n
i a few g i f t e d I n d i v i d u a l s .
He s h o u l d d e m o n s t r a t e by e x -
:
; a m p le i n t h e d e p a r t m e n t o f w h i c h he i s a n e s s e n t i a l p a r t 3
D e r i v e d i n p a r t f r o m P a u l R. M o r t , P r i n c i p l e s o f Educa-;; t i o n a l A d m i n i s t r a t i o n , p p . 3 3 - 4 2 j a nd M u c a t I o n a ! P o l i c i e s 'C ommittee, N a t i o n a l E d u c a t i o n A s s o c i a t i o n , The P u rp o s e s o f E d u c a ti o n i n American D e m o c r a c ie s , p T T f .
ii 4
L a s z l o M oholy-N agy, V i s i o n i n M o t i o n ; and H e r b e r t Read,;: E d u c a tio n Through k v T l
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II that he is more concerned with the development of d em
il ocratlc attitudes and behavior patterns than h e is with ■■
ii
i: the production of professional artists.
In this way he
:!
can nay more than lip service to basic educational aims. li
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ij He should encourage the teaching staff and student body toj. •i
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become aware of the essential relationship of these aims
f
j! || to art education.
He should consider the practice and
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II awareness of basic educational aims on the part of student ii ;i
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and faculty candidates as essential as their knowledge of
- principles of artistic design and other qualifications.
Il
U N DER STANDIN G THE RELATION OP E DUCATIONAL AIMS TO CURRENT
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of education.],
I: : T h e i r
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i n
;! a
■
school situation.
But undergraduate art education stu-
i dents should be made aware of the fact that certain educa tional aims may not be practiced or achieved in the p u b l i c ; : schools in which they will teach, and that it is one of : their responsibilities- as future teachers to encourage ,- better understanding : i types of
and practice
of these aims in all
educational situations. A n art education
de-
i partment administrator who is cognizant of present educa-
;
j tional practice can do much to encourage a better underi standing of educational aims on the part of students and
j
W
:
-
;
I1 ! instructors, and can encourage the m to devise means by J which educational aims can be achieved or accepted
!' :
in
| various types of public school situations. Mort and Vincent,
j :
in A Lootc At Our S c h o o l s , have
presented idealistic educational aims and have shown their I ;
i'
i: application in the ’’m o d e r n ” school and their lack- of ap; plication in the ” 1900, tr aditional” school.
By referring!
i students
and faculty members to writings or theories such j;
: as those
by Mort and Vincent, the
administrator in an art [
j
1 education department can encourage the development of an
i
educational program which is ’’realistic," and .-yet is not ^ merely an indoctrination in methods of compromise.
There
are some educators who feel that a "realistic" view of : education is one which includes support of local practice
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
!
j ( h o w e v er bad i n t h e o r y ) ; c o n f o r m a n c e t o t r a d i t i o n a l e d I u c a t i o n a l do gm as , and m a i n t e n a n c e o f s i l e n c e i n t h e f a c e
t
: o f a d m i n i s t r a t i v e p r a c t i c e which c o n t r a d i c t s b a s i c e d -
i:
: u c a t i o n a l aim s.
The hin d o f ’’r e a l i s m ” w h i c h we a d v o c a t e
1 i s t h a t which i n v o l v e s : A.
a t h o r o u g h u n d e r s t a n d i n g o f t h e b a s i c a im s o f
education B.
j! |:
an e q u a lly thorough u n d e rs ta n d in g of g e n e ra l
educational p ra c tic e C.
a c l e a r u n d e r s t a n d i n g o f e d u c a t i o n a l t h e o r y and
■ p ra c tic e in various s p e c ific s itu a tio n s D.
ij
e n th u s ia s tic support of p ro g ressiv e e d u c a tio n a l
:: p r a c t i c e E.
j. sin c e re , t a c t f u l c ritic is m of educational prac
t i c e w h i c h d o e s n o t meet a c c e p t e d s t a n d a r d s .
Such c r i t -
ij
i c l s m o r comment t o b e made d i r e c t l y t o t h e a d m i n i s t r a t i o n 1 r e s p o n s i b l e f o r f o r m u la tin g o r c a r r y i n g out such p r a c t i c e P.
em phasis upon p o s i t i v e s u p p o r t o f w o rth w h ile
e d u c a t i o n a l p r a c t i c e , r a t h e r t h a n upon n e g a t i v e c r i t i c i s m n of poor e d u c a tio n a l p r a c tic e G.
w i l l i n g n e s s t o h o l d f a s t t o and s u p p o r t s t a t e -
j' m e n t s made i n f a v o r o f b e n e f i c i a l e d u c a t i o n a l r e f o r m s or : c ritic is m s of ed u catio n al m a l-p ra c tic e .
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j; ii
p o ssib le lo ss of p re s tig e or p o s i t i o n
y e t i t may r e -
| s u i t i n e v e n t u a l im p ro v e m e nt o f e d u c a t i o n a l t h e o r y and p r a c t i c e , and co m m en d a tio n f r o m a d m i n i s t r a t i v e and t e a c h -
i;
: I n g c o l l e a g u e s who h a v e f o u g h t f o r o r s u p p o r t e d s i m i l a r b e n e f i c i a l e d u c a tio n a l reform s th ro u g h o u t the c o u n try , ji UNDERSTANDING THE NEED FOR INCREASED CREATIVE ART j: TEACHING IN THE PUBLIC SCHOOLS
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played i n g e n e ra l School a d m in is tra -
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a d m i n i s t r a t o r s h a v e ^ t o l e r a t e d ” a r t c o u r s e s and t h e a r t : t e a c h e r b e c a u s e i t was b e i n g done i n o t h e r s c h o o l s . ! e r a l c l a s s r o o m t e a c h e r s gave l i t t l e
Gen- [
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; a r t t e a c h i n g ; and i n many i n s t a n c e s t h e y s t i l l c o n t i n u e I to teach d irec te d a r t lesso n s. F o r many y e a r s t h e s i t u a t i o n l o o k e d h o p e l e s s t o t h e i a r t educator. ■i
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ii
i n c l a s s r o o m p r o j e c t s , e v e n p a s t e d on s c h o o l r o o m w i n d o w s . ;j
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c o n c i s e e x p l a n a t i o n s and d e s c r i p t i o n s g i v e n t h e m , and
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in g o f th e w orth of c r e a t i v e a r t a c t i v i t i e s develops rap id ly .
Repeated e f f o r t s t o e f f e c t b e t t e r u n d e r s t a n d i n g
o f c h i l d a r t , modern a r t , and c r e a t i v e t e a c h i n g o f a r t , jj
t h r o u g h s c h o o l and community l e c t u r e s , m o v i e s , e x h i b i t i o n s ,
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a n d d e m o n s t r a t i o n s have b e g u n t o p r o v e t h e i r e f f e c t i v e -
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ness.
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B u t c r e a t i v e a r t i s s t i l l n o t a d v o c a t e d i n most o f
| our schools.
There i s a c h a l le n g i n g r e s p o n s i b i l i t y
i: a w a i t i n g t h e a d m i n i s t r a t o r i n a n a r t e d u c a t i o n d e p a r t m e n t !: I1 i who w i s h e s t o s h a r e i n t h e p r e p a r a t i o n o f a r t t e a c h e r s who j: r ! a re able t o e f f e c t i v e l y in tro d u c e c r e a ti v e a r t e d u c a tio n P j'
!; i n t o t h e p u b l i c s c h o o l s .
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j:
■ a r t p r o g r a m s , i t w i l l be n e c e s s a r y t o make more f l e x i b l e : : and c r e a t i v e t h e c u r r i c u l a o f a r t e d u c a t i o n d e p a r t m e n t s
i! !:
;
in teachers co lleg es. ■
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S t u d e n t s 1 o b s e r v a t i o n s o f and
p a r t i c i p a t i o n i n a c r e a t i v e a r t e d u c a t i o n a l program i n
Ij
c o l l e g e w i l l a i d th e m i n d e v i s i n g means o f i n t r o d u c i n g :
c r e a t i v e a r t e d u c a ti o n programs i n t o o t h e r s i t u a t i o n s .
j;
An a d m i n i s t r a t o r i n a n a r t e d u c a t i o n d e p a r t m e n t c a n - |! n o t p e rs o n a lly r e v i s e an e n t i r e a r t e d u c a ti o n a l program . li
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p ii j |i i:
SOME BASIC ELEMENTS OP ART EDUCATIONAL ADMINISTRATION We h ave shown some r e a s o n s f o r a n i n c r e a s i n g emh a s i s upon a r t i n e d u c a t i o n .
T h is might be c a l l e d p a r t
o f t h e Mwhy,t a s p e c t o f t h e n e e d f o r im p r o v e m e n t i n a r t educational a d m in istratio n in tea ch e rs c o lle g e s.
The
’’how" a s p e c t , o r a p r o p o s e d s o l u t i o n t o a r t e d u c a t i o n a l a d m in is tr a tiv e problem s, i s of e q u a l, probably g r e a t e r , im portance.
The f o l l o w i n g a r e some o f t h e b a s i c e l e m e n t s
o f a r t e d u c a t i o n a l a d m i n i s t r a t i o n w i t h which t h e p e r s o n n e l o f a n a r t e d u c a t i o n d e p a r t m e n t must b e c o n c e r n e d i n o r d e r f o r th e m t o s e e k s o l u t i o n s t o d e p a r t m e n t a l p r o b lem s.
The d e g r e e t o w h i c h a n a d m i n i s t r a t o r c a l l s i n t h e
f a c u l t y and s t u d e n t s i n d e a l i n g w i t h t h e s e e l e m e n t s d e t e r m i n e s t o a c o n s i d e r a b l e e x t e n t w h e th e r o r n o t he i s a u to c ra tic or dem ocratic.
T h es e s h o u l d n o t , t h e r e f o r e ,
b e c o n s i d e r e d e l e m e n t s w i t h w h i c h he a l o n e s h o u l d be concerned.
These a r e th e e le m e n ts o f a r t e d u c a t i o n a l
a d m i n i s t r a t i o n w i t h which t h e a d m i n i s t r a t o r , th e f a c u l t y , and r e p r e s e n t a t i v e s o f t h e s t u d e n t body, s e r v i c e s t a f f , and l a y a d v i s o r y g r o u p , s h o u l d be c o n c e r n e d : 1.
staff
2.
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entrance co n d itio n s
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cu rriculum
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budget
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plant
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In h i s r o le a s le a d e r i n a departm ent of a r t educa" t i o n (See C h a p t e r I V ) , t h e a d m i n i s t r a t o r must c o n s i d e r ! I p r o b l e m s o f e m p h a s i s and t i m e I n d e a l i n g w i t h t h e s e e l e -
■
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: m ents.
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In a dem ocratic departm ent of a r t e d u c a tio n an ad-
| m i n i s t r a t o r s h o u l d e x p e c t o t h e r d e p a r t m e n t a l p e r s o n n e l t o ji - a s s u m e , o r v e s t i n him t h e power t o d e l e g a t e , r e s p o n s i -
|; !:
; b i l i t y f o r v a rio u s a s p e c ts o f th e above-m entioned e l e , ments of a r t e d u c a t i o n a l a d m i n i s t r a t i o n .
T his w i l l en-
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■ a b l e - t h e a d m i n i s t r a t o r t o p l a e e g r e a t e r e m p h a s i s u p o n , o r |; : g i v e more t i m e t o , c e r t a i n e l e m e n t s w h i c h r e q u i r e h i s
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personal a tte n tio n .
The p a r t i c u l a r a s p e c t s o f a r t e d u c a - j: -
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The D i s t r i b u t i o n o f A d m i n i s t r a t i v e P u n e -
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tio n s. | COKCUJSIOH I I n t h i s c h a p t e r we h a v e d i s c u s s e d t h e n e e d f o r a d -
■ :
I m in is tra tiv e lea d ersh ip in the f i e l d of a r t education ’! |l b a s e d u p o n : t h e n e c e s s a r y e n c o u r a g e m e n t o f a r t t e a c h e r s li
i who c a n assum e l e a d e r s h i p p o s i t i o n s i n t h e i r f i e l d , and
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100 ii
" i-
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i
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! who u n d e r s t a n d t h e r o l e o f a r t i n g e n e r a l e d u c a t i o n ; t h e : i n c r e a s i n g l y Im p o rta n t r o l e which a r t I s p l a y i n g i n gen1 e r a l educatio n; th e co m petition j
in d u striala rt fie ld s;
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school e n ro llm e n ts. ¥e h a v e s e t f o r t h some b a s i c u n d e r s t a n d i n g s n e c e s -
sary f o r th e a r t e d u c a tio n a l a d m in is tra to r (as a preface
r ji i
I t o t h e d u t i e s and r e s p o n s i b i l i t i e s w h i c h he s h o u l d e x p e c t | t o a s s u m e , d e s c r i b e d i n C h a p t e r IV) s u c h a s s u n d e r s t a n d i n g t h e a lm s o f g e n e r a l e d u c a t i o n ; u n d e r s t a n d i n g t h e r e
j! !i
l a t i o n o f e d u c a t i o n a l a im s t o c u r r e n t e d u c a t i o n a l p r a c t i c e ; a n d u n d e r s t a n d i n g t h e need f o r i n c r e a s e d c r e a t i v e a r t ; te a c h in g in the public schools. L a s t l y , we h a v e l i s t e d
some o f t h e b a s i c e l e m e n t s o f |
i a r t ed u catio n al a d m in istra tio n ; s t a f f , en ro llm en ts, en! tra n c e conditions
j:
( r e g i s t r a t i o n ) , c u r r i c u l u m , b u d g e t , and i;
p l a n t ; and we h a v e s u g g e s t e d t h a t i n o r d e r f o r t h e a d m i n - i ; i s t r a t o r t o p l a c e g r e a t e r e m p h a s i s u p o n , and t o g i v e more I : P ; t i m e t o , c e r t a i n a s p e c t s o f t h e s e e l e m e n t s , i t w i l l be i 1 n e c e s s a ry f o r o th e r d e p a rtm e n ta l p e rs o n n e l t o assume, or : b e d e l e g a t e d , r e s p o n s i b i l i t y f o r t h e m . The s p e c i f i c a d P ■ j! m l n i s t r a t i v e f u n c t i o n s f o r w h i c h t h e a d m i n i s t r a t o r , f a c -
P
j u l t y m em bers, s t u d e n t s , t h e s e r v i c e s t a f f , and a l a y a d P v i s o r y g r o u p s h o u l d b e r e s p o n s i b l e a r e s u g g e s t e d i n Ghap- P
ji
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;■ t e r I V .
D e ta ile d c o n s i d e r a ti o n s o f th e above-m entioned
!j
ii
ad m in istrativ e
e l e m e n t s a r e I n c l u d e d i n C h a p t e r s V and V I .
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They a r e shown a s t h e y r e l a t e t o two g e n e r a l a d m i n i s t r a -
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t i v e problem s:
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t h e r e c r u i t m e n t and s e l e c t i o n o f s t u d e n t s
' and f a c u l t y m em bers, and t h e a d m i n i s t r a t i o n and d e v e l o p ment o f a n a r t
e d u c a tio n a l cu rricu lu m .
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
*
CHAPTER IV ]
■
THE DISTRIBUTION OP ADMINISTRATIVE FUNCTIONS
: INTRODUCTION TO THE CHAPTER T h is c h a p t e r I s b ased upon a co n cep t t h a t p e r s o n n e l ; i n a departm ent o f a r t e d u c a tio n o f a t e a c h e r s c o lle g e
j
s h o u l d n o t o n l y be c o n c e r n e d w i t h d e p a r t m e n t a l a d m i n i s t r a - 1! .
ii
:i t l o n b u t s h o u l d assu m e c e r t a i n a d m i n i s t r a t i v e r e s p o n s i b i l - j i t l e s and a c t u a l l y s h a r e I n t h e a d m i n i s t r a t i o n o f t h e d e - I; | p a rtm e n t o f which th e y a r e a p a r t . i m ediately a r i s e s i s ,
A q u e s t i o n w h i c h 1m-
**¥111 f a c u l t y m em b ers, s t u d e n t s ,
!, s e r v i c e p e r s o n n e l , a n d a l a y a d v i s o r y g r o u p assum e r e s p o n - j i
s l b i l i t y f o r c e r t a i n a d m i n i s t r a t i v e f u n c t i o n s ?*1
I f the
a d m i n i s t r a t o r i n an a r t e d u c a tio n departm ent has a ssu re d ;; d e p a r t m e n t a l p e r s o n n e l t h r o u g h a c t u a l p r a c t i c e t h a t he b e l i e v e s i n d e m o c r a t i c p r a c t i c e , and u n d e r s t a n d s h i s r o l e
ji |
^ t o b e t h a t o f c o o r d i n a t o r , c o - w o r k e r , and i n s p i r a t i o n a l
j
) l e a d e r , t h e n I t i s o u r b e l i e f t h a t t h e y w i l l be r e s p o n -
ji
i
sib le fo r c e rta in ad m in istrativ e fu n ctio n s.
ji
Cummings h a s s a i d t h a t one o f t h e p r i m a r y f u n c t i o n s ! o f t h e a d m i n i s t r a t o r i s t o Ms e t t h e s t a g e . *
Once t h e
, a d m i n i s t r a t o r o f a n a r t e d u c a t i o n d e p a r t m e n t h a s **set t h e \ j1 1
j jj
;! L . 0 . Cummings, L e c t u r e s , S e m i n a r i n E d u c a t i o n a l Admin-!j 1 s t r a t i o n , The U n i v e r s i t y o f B u f f a l o , O c t o b e r , ’19'49'. j
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!i
•
j;
ij s t a g e " I t i s
lik ely th at
th e p e rso n n e l o f th e departm ent
il w i l l p l a y t h e i r p a r t s . T h i s t h e a t r i c a l m e t a p h o r i s by * j ;; means i r r e l e v a n t . F o r e x a m p l e , C a n t o r h a s s a i d t h a t , II
■
j "The
key t o e d u c a t i o n i s dram a — t h e h e i g h t e n e d s e n s e
§ f o r m i n t h e c l a s s r o o m . ”^ s; I t n o t only t a k e s tim e i n i t i a l l y
no jl i' j; ii
of ; :!
to set the stage fo r
■a n e f f e c t i v e p r o g r a m o f a r t t e a c h e r p r e p a r a t i o n , b u t i t i! t a k e s i n c r e a s i n g l y more t i m e t o keep v i s u a l i z i n g new a p : p ro a c h e s t o problem s o f t e a c h e r p r e p a r a t i o n .
I t a lso
: t a k e s c o n s i d e r a b l e t i m e t o d e v e l o p and m a i n t a i n p r e s e n t p r o g r a m s , t o s t u d y and a n a l y z e d e p a r t m e n t a l n e e d s , t o i n il i t i a t e new p r o g r a m s , and t o e v a l u a t e e a c h a s p e c t o f t h e m , i: I In ord er t h a t th e a d m in is tr a to r of an a r t e d u c a tio n de-
i| I; jl r Ii
:.
I; p a r t m e n t may h a v e t h e t i m e n e c e s s a r y f o r t h e s e and o t h e r :i
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i: r e s p o n s i b i l i t i e s w h i c h w i l l be d i s c u s s e d l a t e r , li
it
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:| i m p e r a t i v e t h a t f a c u l t y m em bers, s t u d e n t s , t h e s e r v i c e :) ’ :! s t a f f , and a l a y a d v i s o r y g r o u p assum e ( o r be d e l e g a t e d
Il
I:
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I a s d e s c r ib e d below ) r e s p o n s i b i l i t y f o r v a r i o u s a d m in is :|
II Ij
;l t r a t i v e
functions.
The p a r t i c u l a r a d m i n i s t r a t i v e f u n c -
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; 2 i
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.
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ii sibility are listed and briefly discussed in the remalnder of the chapter. It is quite possible that, within a particular de!! partment of art education, the personnel
(or their duly
■■
^ elected representatives in a departmental administrative • committee) m i g h t
grant a
:! ;• t o
d e l e g a t e
r e s p o n s i b i l i t y
d e p a r t m e n t a l
a d m i n i s t r a t o r
' for v a r i o u s
power ii i :
a d m i n i s t r a t i v e
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i:
f u n c t i o n s .
I;
T h i s
m i g h t
b e
c o n s i d e r e d
a
m o r e
e f f e c t i v e
'
means o f a s s u r i n g the a s s u m p t i o n of responsibility for
::
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a d m i n i s t r a t i v e
f u n c t i o n s
t h a n
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ii wherein departmental personnel were ^expected*1 to assume responsibility. ! I n
;
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order to be democratic, a system for the distribution
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| of administrative functions should be based upon the will : ;i of the majority of the personnel in a department.
'
i
A program of art teacher preparation in a teachers college must move forward at all times.
•
Whether admin-
;i istrative responsibilities are assumed or delegated does ii
ii
'
not relieve the art educational administrator
I;
m
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ii to it that
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lapses of responsibility on the part of any
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;;
i
member of the department do not occur; or that if lapses ii should occur that affected administrative responsibilities! ii
ii
i are q u i c k l y assumed by or delegated to persons who are
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a l l
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c h a p t e r ,
f a c u l t y
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e n c o u r a g e s
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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
;■
!
106
;i " b a c k s e a t *1 w h i l e o t h e r s p l a y t h e J,l e a d r o l e . ”
H is su c -
r
|i c e s s a s a n a d m i n i s t r a t i v e l e a d e r s h o u l d n o t be m e a su r e d j s o l e l y i n t e r m s o f how much he c a n d o , b u t t o some d e g r e e , : r i ,i a t l e a s t , i n t e r m s o f how much r e s p o n s i b i l i t y he c a n e n - j! jl • ;j i; courage o th e r s t o assume. i1 j: l; M a r s h a l l h a s s e t f o r t h a l i s t o f q u a l i t i e s and c h a r j a c t e r i s t i c s w h i c h s h o u l d be p o s s e s s e d by a n a d m i n i s t r a t i v e lead er. A, B. C. D. 1. F. G. H. I. J,
Some o f t h e s e a r e : a b i d i n g f a i t h i n , and c o n v i c t i o n o f t h e im p o rtance of e d u c a tio n in a dem ocratic s o c ie ty su p e rio r i n t e l l e c t u a l capacity a h ig h degree o f s o c i a l i n t e l l i g e n c e i n i t i a t i v e , reso u rce fu ln e ss,an d inventiveness a c o o p e ra tiv e a t t i t u d e —a d e s i r e to develop po wer i n o t h e r s r a t h e r t h a n t o e x e r c i s e power o ver th e m personal a ttra c tiv e n e s s d r i v e — t h e a b i l i t y t o work- h a r d p e r s i s t e n t l y toward d e s i r a b l e o b j e c t i v e s p h y s i c a l and m e n t a l h e a l t h — v i g o r , s t a m i n a and e m o t i o n a l s t a b i l i t y . h i g h m o r a l c h a r a c t e r and p e r s o n a l i n t e g r i t y sound judgment and common s e n s e 3
Some b a s i c u n d e r s t a n d i n g s w h i c h s h o u l d be p o s s e s s e d by a n a r t e d ucational a d m i n i s t r a t o r , and w h i c h m i g h t be c o n - ' sldered
’' p r e l i m i n a r y * ' t o t h e r e s p o n s i b i l i t i e s m e n t i o n e d
below , have been d is c u s s e d i n th e p r e c e d in g c h a p t e r .
We
;; a r e h e r e c o n c e r n e d w i t h t h e s p e c i f i c r e s p o n s i b i l i t i e s ij 3
J o h n E . M a r s h a l l , e d i t o r , D e v e l o p i n g L e a d e r s f o r Edu c a tio n , p.
■
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
■ o f a n a r t e d u c a t i o n a l a d m i n i s t r a t o r so t h a t we may b e t t e r compa re them w i t h a d m i n i s t r a t i v e r e s p o n s i b i l i t i e s o f o t h e r departm ent p e rs o n n e l.
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Most o f t h e r e s p o n s i b i l i t i e s o f t h e a d m i n i s t r a t o r i n
li
, an a r t e d u c a tio n departm ent of a t e a c h e r s c o lle g e f a l l i n r
to the follow ing c a te g o r ie s :^ A.
l
e n c o u r a g i n g d e p a r t m e n t p e r s o n n e l t o v i s u a l i z e and
develop an e d u c a tio n a l philosophy r e p r e s e n ta t iv e o f t h e i r I:
i I;
group B . d e v e l o p m e n t and m a i n t e n a n c e o f i n t e r e s t i n a n ; : a d e q u a te e d u c a t i o n a l program C.
s t u d y i n g , a n a l y z i n g , and s u r v e y i n g d e p a r t m e n t a l
D.
i n i t i a t i n g a program
E.
m a i n t a i n in g a program
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e v a l u a t i n g and r e a d j u s t i n g t o c h a n g i n g c o n d i t i o n s *
: (and r e p e a t i n g t h e ab o v e c y c l e ) ■!
jl
Some o f t h e r e s p o n s i b i l i t i e s o f a n a r t e d u c a t i o n a l ■a d m i n i s t r a t o r w h i c h m ig h t be c o n s i d e r e d i n a n e l a b o r a t i o n I o f t h e above-m entioned c a t e g o r i e s a r e p re s e n te d below .
!: | i; |1i;
.
jj 4 i1
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A d a p t e d f r o m a n o u t l i n e e n t i t l e d p r o f e s s i o n a l G e n e r a l I; M a n a g e m e n t , ” L. 0 . Cummings, The U n i v e r s i t y o f B u f f a l o .
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108
A.
ENCOURAGING DEPARTMENT PERSONNEL TO VISUALIZE AND DEVELOP AN EDUCATIONAL PHILOSOPHY REPRESENTATIVE OP THEIR GROUP The a d m i n i s t r a t o r s h o u l d a r r a n g e h i s s c h e d u l e and
t h e s c h e d u l e s o f t h e f a c u l t y i n a m an n e r w h i c h w i l l e n a b l e t h e e n t i r e g r o u p t o h a v e t i m e t o d e a l w i t h ^’p r o p h e t s ' v i s i o n s , and d r e a m s , and h i g h h o p e s f o r t o m o r r o w *1 (See p r e f a t o r y q u o t a t i o n by P a u l M o r t , p . i i ) .
He s h o u l d e n
c o u r a g e f a c u l t y members and members o f t h e l a y a d v i s o r y g r o u p t o work: c o o p e r a t i v e l y i n d e v e l o p i n g a n e d u c a t i o n a l p h ilo s o p h y o f which a r t e d u c a t i o n i s an e s s e n t i a l p a r t . The a d m i n i s t r a t o r s h o u l d w ork c o o p e r a t i v e l y w i t h t h e m i n s e c u r i n g v a r i o u s s p e a k e r s and r e s o u r c e p e r s o n s t o e n r i c h t h e i r p hilosophy.
He s h o u l d e n c o u r a g e th em t o s u p p l e m e n t
t h e i r philosophy w ith c r e a t i v e a c t i v i t y i n w r i t i n g , t e a c h in g , p a in tin g , s c u lp tin g , or d e sig n in g , or through a com bination of s e v e r a l o f t h e s e .
He s h o u l d e n c o u r a g e
them t o m a i n t a i n f a m i l i a r i t y w i t h l a t e s t e d u c a t i o n a l d e v e l o p m e n t s t h r o u g h a t t e n d a n c e and p a r t i c i p a t i o n a t c o n f e r e n c e s and c o n v e n t i o n s o f o r g a n i z a t i o n s s u c h a s the Na t i o n a l A r t E d u c a t i o n A s s o c i a t i o n , The Com mitte e on A r t E d u c a t i o n , r e g i o n a l a r t t e a c h e r s a s s o c i a t i o n s , The N a t i o n a l E d u c a t i o n A s s o c i a t i o n , Kappa D e l t a p i , P h i D e l t a K a p p a ,
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109
e tc .
He s h o u l d e n c o u r a g e them t o f u r t h e r i n v e s t i g a t e r e
cent e d u c a tio n a l tr e n d s through v i s i t s to v a rio u s i n s t i t u t i o n s throughout the co u n try .
C o m p a r i s o n s s h o u l d be
made b e t w e e n c o n d i t i o n s a t o t h e r educational i n s t i t u t i o n s and t h o s e i n t h e l o c a l a r t e d u c a t i o n d e p a r t m e n t .
These
and o t h e r means s e r v e a s a s o u r c e o f i n f o r m a t i o n , much o f i t b a s e d on p e r s o n a l o b s e r v a t i o n and p a r t i c i p a t i o n , u p on w h i c h p h i l o s o p h i c r e f l e c t i o n s c a n b e made.-. T h e i r r e f l e c t i o n s u po n c u r r e n t h a p p e n i n g s i n t h e f i e l d
of a r t educa
t i o n may h e l p d e p a r t m e n t a l p e r s o n n e l t o b e t t e r p r e d i c t th e e d u c a tio n a l needs of a l l ty p es of p eo p le, in ord er t h a t c h a n g e s i n p r o g r a m o r s u b s t i t u t i o n s o f a i m s may be encouraged.
T h i s w i l l a i d th e m i n d e v e l o p i n g a n a r t e d
u c a t i o n a l c u r r i c u lu m which p r e p a r e s p e o p le to d a y f o r t h e s o l u t i o n o f p r o b l e m s t h e y may e n c o u n t e r s e v e r a l y e a r s hence.
N eedless t o s a y , th e a d m i n i s t r a t o r should a c t i v e l y
e n g a g e i n t h e a c t i v i t i e s i n w h i c h he e n c o u r a g e s f a c u l t y o r ; lay a d v is o ry group p a r t i c i p a t i o n . B.
DEVELOPMENT AND MAINTENANCE OP INTEREST IN AN ADEQUATE' EDUCATIONAL PROGRAM The a d m i n i s t r a t o r
of
a r t e d u c a t i o n In a t e a c h e r s
c o lle g e has the o v e ra ll r e s p o n s i b i li t y f o r the p ro v isio n o f g u i d a n c e , c o u n s e l , and o t h e r i n f o r m a t i o n a l s e r v i c e s t o
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
s t u d e n t s , f a c u l t y , s e r v i c e p e r s o n n e l , t h e lay a d v i s o r y i
g r o u p , p a r e n t s o f s t u d e n t s , community r e s i d e n t s , and v i s itin g educators.
Some a s p e c t s o f a recommended a r t
e d u c a tio n departm ent guidance program have been s e t f o r t h i n C hapter V I.
Many o f t h e a d m i n i s t r a t o r f s r e s p o n s i b i l
i t i e s f o r t h e p r o v i s i o n o f i n f o r m a t i o n a l s e r v i c e s c a n be f u l f i l l e d t h r o u g h p a r t i c i p a t i o n and l e a d e r s h i p i n com m unity a f f a i r s ;
a d v i s e m e n t , l e c t u r e s , and i n f o r m a l d i s
c u s s i o n s i n c o l l e g e c l u b s and o r g a n i z a t i o n s ; t h e e n c o u r ag em en t o f p e r s o n a l o r " s m a l l g r o u p i n t e r v i e w s i n h i s o f f i c e o r home; a n d t h r o u g h t h e p r e p a r a t i o n o f s e m a n t i c a l l y sound d e p a r t m e n t a l c o u r s e and a c t i v i t y d e s c r i p t i o n s f o r c o l l e g e l e t t e r s , b u l l e t i n s , and c a t a l o g s . A f u r t h e r means o f d e v e l o p i n g and m a i n t a i n i n g i n t e r e s t i n an ad eq u a te e d u c a t i o n a l program i s t o encourage t h e c o n t i n u o u s im p r o v e m e n t o f a n a r t e d u c a t i o n a l c u r r i c u lum and c o - c u r r i c u l u m t h r o u g h t h e a d d i t i o n o r d e l e t i o n o f : c o u r s e s o r a c t i v i t i e s a s n e e d s a p p e a r o r d i m i n i s h , and t h r o u g h t h e r e v i s i o n and s u b s e q u e n t im p ro v e m e n t o f c u r r e n t l y o f f e r e d c o u r s e s and a c t i v i t i e s . C.
STUDYING, ANALYZING, AND SURVEYING DEPARTMENTAL NEEDS ! An e x c e l l e n t means o f s t u d y i n g and a n a l y z i n g t h e
needs of an a r t e d u c a tio n departm ent i s the use of a de-
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Ill
partm ental survey.
In p rep a rin g , c ir c u la t in g , c o lle c tin g ,
t a b u l a t i n g , and e v a l u a t i n g s u r v e y s o f p r o b l e m s o r o p i n i o n s w i t h i n a d e p a r t m e n t , s t u d e n t s , f a c u l t y m em bers, and t h e a d m i n i s t r a t o r may b e b r o u g h t i n t o c l o s e r harmony t h r o u g h cooperative e f f o r t .
A dep artm en tal survey i s h e lp f u l in
d e t e r m i n i n g p r o b l e m s w h i c h m i g h t n o t o t h e r w i s e come t o the a tt e n t i o n of departm ental p e rso n n el.
A survey m ust,
o f c o u r s e , b e f o l l o w e d by a t h o r o u g h s t u d y o f d e t e r m i n e d problem s, c a r e f u l a n a ly s i s o f f e c t o r s c o n trib u to ry to or r e l a t e d t o t h e p r o b l e m s , and d e c i s i v e a c t i o n .
I f , for
exam ple, a c o n d i t i o n d e t r i m e n t a l t o d e p a r tm e n ta l e f f i c i e n c y i s d e t e r m i n e d t h r o u g h a d e p a r t m e n t a l s u r v e y , and s u b s e q u e n t a n a l y s i s shows t h a t m o d i f i c a t i o n s i n c u r r e n t p r a c t i c e a re r e q u i r e d , th e a d m i n i s t r a t o r should ta k e lead ersh ip in e ffe c tin g the necessary m o d ificatio n s a t t h e e a r l i e s t p o s s i b l e moment. I n a d d i t i o n t o e n c o u r a g i n g s t a f f members and s t u d e n t s ;
t o make d e p a r t m e n t a l s u r v e y s , i t
i s a r e s p o n s ib ility of *
th e a d m in is tra to r to seek p e rso n al in fo rm a tio n p e rtin e n t t o t h e I m pro v em en t o f a d e p a r t m e n t .
He s h o u l d , f o r e x
am ple, c o n s u lt w ith i n s t r u c t o r s o f r e l a t e d c o u rs e s in which a r t e d u c a ti o n s t u d e n t s a re e n r o l l e d i n o r d e r t o determ ine th e v alue o f th e s e c o u rses t o th e a r t e d u c a tio n '
c u r r i c u l u m and p o s s i b i l i t i e s f o r i n t e r r e l a t i o n s h i p s .
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112
An a r t e d u c a t i o n a l a d m i n i s t r a t o r s h o u l d b e w e l l r e a d In cu rren t l i t e r a t u r e In the f i e l d s of a r t ed u catio n , the ! f i n e a r t s , and g e n e r a l e d u c a t i o n .
S i n c e i t would be
n e a r l y I m p o s s i b l e f o r one p e r s o n t o k e ep a b r e a s t o f a l l r e o e n t t r e n d s i n t h e s e f i e l d s , a n a t t e m p t s h o u l d b e made t o s h a r e among t h e e n t i r e a r t e d u c a t i o n s t a f f t h e r e s p o n s i b i l i t y f o r r e a d i n g l a t e s t b o o k s and p e r i o d i c a l s .
If
e a c h f a c u l t y member, f o r e x a m p l e , were t o assum e r e s p o n s i b i l i t y fo r re p o rtin g to the a d m in is tra to r, or to a d e s i g n a t e d r e p r e s e n t a t i v e , any p e r t i n e n t d e v e l o p m e n t s he h a s come a c r o s s i n r e a d i n g one o r two p r o f e s s i o n a l j o u r n als
( t o w h i c h he o r t h e d e p a r t m e n t s u b s c r i b e s ) p l u s a n
o c c a s io n a l book i n a r t e d u c a tio n o r a r e l a t e d f i e l d , i t would be p o s s i b l e f o r t h e a d m i n i s t r a t i o n t o m a i n t a i n a f a i r d e g r e e o f f a m i l i a r i t y w i t h t h e m ost i m p o r t a n t r e c e n t a r t e d u c a tio n a l developm ents. D ep artm en tal m eetings a r e a p o s s ib l e source f o r th e d e te r m in a tio n o f th e needs o r problem s o f v a r io u s d e p a r t - " m ental p e rs o n n e l.
They s h o u l d be s c h e d u l e d w h e n e v e r r e
q u e s t e d by a n I n d i v i d u a l o r g r o u p w i t h i n t h e d e p a r t m e n t , p r o v i d e d t h e s u b j e c t t o b e d i s c u s s e d i s f e l t t o be o f s u f f i c i e n t value t o m erit th e use of v a lu a b le tim e .
In
o r d e r t h a t he may n o t a b u s e , o r be a c c u s e d o f a b u s i n g , the p r iv ile g e of c a l li n g d epartm ental m eetings, the ad
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
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m i n i s t r a t o r should encourage a d e p a rtm e n ta l a d m i n i s t r a t i v e c o m m i t t e e t o assum e r e s p o n s i b i l i t y f o r e a l l i n g m e e t i n g s . The a d m i n i s t r a t o r , f a c u l t y ,
stu d e n ts, service personnel,
o r members o f a l a y a d v i s o r y g r o u p s h o u l d be e n c o u r a g e d t o p r e s e n t t o th e assem bled d epartm ent p e r s o n n e l , or t o any group o f p e r s o n n e l i f t h e m a t t e r i s such a s t o be o f i n t e r e s t t o t h e m o n l y , an y s u g g e s t i o n s f o r d e p a r t m e n t a l im provem ent, o r g r i e v a n c e s , which th e y c o n s i d e r worthy o f group d i s c u s s i o n . A n o t h e r means o f s t u d y i n g , a n a l y z i n g , and s u r v e y i n g d e p a r t m e n t a l n e e d s , and one w h i c h c a n be u s e d f o r i n f o r m i n g d e p a r t m e n t a l p e r s o n n e l , community r e s i d e n t s , and v i s i t o r s of m a tte rs r e la te d to th e departm ent, i s the d e v e l o p m e n t and p r e p a r a t i o n o f v i s u a l a i d s w h i c h g r a p h i c a l l y i l l u s t r a t e departm ental m a tte rs .
Pin-m aps which
show t h e home t o w n s and number o f r e s i d e n t an d n o n - r e s id en t students
(Se e F i g u r e 5 ) o r t h e l o c a t i o n s o f v a r i o u s
p r a c t i c e t e a c h i n g and v o l u n t a r y t e a c h i n g s i t u a t i o n s f o r undergraduate stu d e n ts
(S ee F i g u r e 6 ) , a r e h e l p f u l i n
d e s c r i b i n g v i s u a l l y m a t t e r s w h i c h would t a k e p a g e s t o d e s c r i b e i n v e r b a l s y m b o ls a l o n e .
Other v i s u a l a id s
w hich th e a d m i n i s t r a t o r might d e v e lo p a r e photo-m aps o f t h e c o l l e g e and c o m m u n ity , g r a p h s t o i l l u s t r a t e t e a c h e r s t u d e n t r a t i o s o v e r a p e r i o d o f y e a r s , and c h a r t s t o 1 1-
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
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Figure 5
Map sh o w in g homes o f a r t e d u c a t i o n s t u d e n t s i n a t e a c h e r s c o l l e g e d u r i n g a g iv e n academ ic y e a r
R e p r o d u c e d with p e r m i s s io n of t h e co p y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
115
PRACTICE
TEAC H IN G AN D
EXPERIMENTAL
TEACHING S I T U AINT I O N S
W ESTERN N E W YORK ART EDUCATION DIVISION BUFFALO a NEW tWK
1
Figure 6
Map shoving the location of practice teaching and voluntary teaching students of the art ed_____________ uca ti on department of a teachers college
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
116
l u s t r a t e th e g e n eral co ntent of th e a r t e d u c a tio n a l c u r riculum . D.
INITIATING A PROGRAM Once t h e n e e d s o f a n a r t e d u c a t i o n p r o g r a m h a v e b e e n
d e t e r m i n e d , an d recommended c h a n g e s o r s o l u t i o n s , b a s e d on a c a r e f u l s t u d y o f t h e s e n e e d s , h a v e b e e n worked o u t , it
i s e s s e n t i a l t h a t prom pt and d e c i s i v e a c t i o n b e t a k e n
t o i n i t i a t e a new o r r e v i s e d p r o g r a m .
The a c t i o n , o f
c o u r s e , m i g h t be t a k e n by a d e p a r t m e n t a l a d m i n i s t r a t i v e comm ittee r e p r e s e n t a t i v e o f a l l p e r s o n n e l groups w i t h i n th e departm ent.
The r o l e o f t h e a d m i n i s t r a t o r i n i n
i t i a t i n g a p r o g r a m would v a r y i n d i f f e r e n t s i t u a t i o n s , d e p e n d i n g u p o n t h e amount o f r e s p o n s i b i l i t y f o r s u c h a c t i o n s w h i c h had b e e n assumed by t h e a d m i n i s t r a t i v e com m ittee.
I d e a l l y , t h e a d m i n i s t r a t o r would be one o f t h e
g r o u p , p r o b a b l y i t s c h a i r m a n , and a c t i o n on t h e im p le m e n t a t i o n o f a new o r r e v i s e d a r t e d u c a t i o n a l p r o g r a m would be c o n sid e re d t h e w i l l o f t h e m a j o r i t y r a t h e r t h a n th e d ir e c tio n of a sin g le person. A d m i n i s t r a t i v e a c t i o n on t h e i n i t i a t i o n o f a n a r t e d u c a ti o n program should i n c l u d e : s c h e d u lin g o f c l a s s e s i n a mann er w h i c h i n s u r e s optimum c r e a t i v e d e v e l o p m e n t f o r s t u d e n t s and f a c u l t y members; t h e r e c r u i t m e n t and s e l e c t i o n
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
117
of faculty members,
students, members of the service staff,
and a lay advisory group who are capable of assuming the responsibility necessary for continued departmental p r o gress,* the preparation, presentation, and defense of a n nual and supplemental budgets;
consultations with new
personnel in order to learn weaknesses before they have become too great,
strengths before they have gone too long
unrecognized; and the orientation of new departmental p e r sonnel in order to ease problems of adjustment. E.
MAINTAINING A PROGRAM The administrator in an art education department
should hold frequent individual and group conferences, order to determine the maintenance,
improvement,
in
or fail
ure of various aspects of the art educational program. Specific attention should be given to the encouragement of individual responsibility on the part of all departmental personnel for the maintenance of the curricular and cocurr'icular p r o g r a m ,
the d e p a r t m e n t a l plant, and v a r i o u s
m a t e r i a l s and s u p p l i e s . encourage record
The a d m i n i s t r a t o r s h o u l d a l s o
che m a i n t e n a n c e an d
i m p r o v e m e n t o f corresnondence^
k e e p i n g , f o l l o w - u p s e r v i c e , f i l i n g , an d g e n e r a l
"fro n t o ffic e " appearance.
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
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P.
EVALUATING,READJUSTING TO CHARGING CONDITIONS, (AND REPEATING THE ABOVE CYCLE) The art educational administrator should encourage
the making of studies and the conducting of surveys which are designed to determine the effectiveness of the pr e s ent program (as revised earlier) and to recommend further modifications.
He should, as an educational leader, set an
example by his ability to adjust rapidly to changes in the art educational program, or to changes In the general educational program of which it is a part.
He should en
courage others in the department to adjust themselves to new practices or procedures, relying more upon patience and understanding than upo n coercion or direction.
He
should make it clear in all of his dealings with personnel of an art education department,
or with visitors to a d e
partment, that he believes in-a program of art education whic h is in a constant state of flux, one which Is c on stantly readjusted to meet
(or if possible to anticipate)
the needs of individuals and groups in all levels of e d ucation. The art educational.administrator should not only expect to fulfill most of the above-mentioned functions, but should expect to teach some classes and consult with student teachers as well.
A certain amount of teaching
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
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and s t u d e n t t e a c h e r c o n s u l t a t i o n i s e s s e n t i a l t o c o n t i n u e d : a d m in is tr a tiv e e f f i c i e n c y , p r im a r ily because i t
enhances
c l e a r e r u n d e r s t a n d i n g o f s t u d e n t s 1 and t e a c h e r s ’ p r o b l e m s ,; : and i n s u r e s g r e a t e r c o n f i d e n c e o f more p e r s o n n e l i n g e n e ra l adm in istrativ e po licy .
The a d m i n i s t r a t o r ’ s n e e d t o
t e a c h and c o n s u l t w i t h s t u d e n t t e a c h e r s m e r e l y e m p h a s i z e s t h e im portance o f c o o p e r a tiv e d e p a r tm e n ta l a d m i n i s t r a t i o n . Beyond t h e g e n e r a l a d m i n i s t r a t i v e r e s p o n s i b i l i t i e s , m entioned above, i t i s e s s e n t i a l t h a t an a r t e d u c a t i o n a l a d m i n i s t r a t o r s h o u l d e n g a g e a c t i v e l y i n some f o r m o f c r e a t i v e a r t a c t i v i t y such a s d raw in g , p a i n t i n g , s c u l p t i n g , or d e sig n in g .
I n o r d e r t o i n t e r e s t s t u d e n t s and
f a c u l t y members i n v a r i o u s c r e a t i v e a c t i v i t i e s , t h e d e p a r t m e n t a d m i n i s t r a t o r must h a v e a n e n t h u s i a s m f o r c r e a t i v e w ork w h i c h i s d e v e l o p e d t h r o u g h p e r s o n a l e x p e r i e n c e i n working w ith a r t m edia. G e n e r a l a d m i n i s t r a t i o n , t e a c h i n g , c o n s u l t a t i o n , and t h e p r o d u c t i o n o f c r e a t i v e a r t w o rks a r e t i m e - c o n s u m i n g activ itie s.
I n o r d e r t o a c h ie v e a harm onious b a la n c e
among t h e s e v a r i o u s a c t i v i t i e s , t h e a d m i n i s t r a t o r must c a r e f u l l y b u d g e t h i s t i m e , and must a c t i v e l y e n c o u r a g e th e assum ption o f a d m i n i s t r a t i v e r e s p o n s i b i l i t y
( o r must
be r e s p o n s i b l e f o r t h e d e l e g a t i o n o f same) by v a r i o u s f a c u l t y m em bers, s t u d e n t s , s e r v i c e p e r s o n n e l , and a l a y a d -
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
120
v i s o r y group . THE ROLE OF THE FACULTY IN THE ADMINISTRATION OF AN' ART EDUCATION DEPARTMENT IK A TEACHERS COLLEGE Alm ost a l l o f t h e f u n c t i o n s o f a d e p a r t m e n t a d m i n i s - i* t r a t o r are, t o a d e g re e , th e f u n c t i o n s of an a r t e d u c a tio n departm ent f a c u l t y .
E v e r y f a c u l t y p o s i t i o n i n a t e a c h e r s ;!
c o lle g e i s , i n a se n se , an a d m in is tr a t iv e as teach in g p o s itio n .
w ell as a
E v e r y f a c u l t y member s h o u l d e x p e c t t o ,
assu m e c e r t a i n a d m i n i s t r a t i v e f u n c t i o n s when he t a k e s a p o s i t i o n on t h e s t a f f o f a t e a c h e r s c o l l e g e .
Because of
t h e co mplex n a t u r e o f t h e a d m i n i s t r a t i o n o f a n a r t e d u c a t i o n departm ent, i t
i s i m p o s s i b l e f o r one p e r s o n t o f u l
f i l l a l l o f t h e f u n c t i o n s which f a l l u n d e r an a d m i n i s t r a t i v e heading.
Yet t h e d e p artm e n t a d m i n i s t r a t o r i s g en
e r a l l y held re s p o n s ib le f o r every a s p e c t of th e d e p a r t m e n t a l p r o g r a m by t h e c o l l e g e a d m i n i s t r a t i o n , t h e f a c u l t y , : s t u d e n t s , s e r v i c e s t a f f , and a l a y a d v i s o r y g r o u p .
The
d e v e l o p m e n t , i m p l e m e n t a t i o n , m a i n t e n a n c e , a nd c o n t i n u o u s im p ro v e m e n t o f a n a r t t e a c h e r p r e p a r a t i o n p r o g r a m a r e g e n erally regarded as h is r e s p o n s i b i l i t i e s .
A lthough i n
d iv id u a l i n s t r u c t o r s are not considered p e rso n a lly r e sp o n sib le f o r every dep artm en tal fu n c tio n , i t
is th e ir
p r o f e s s i o n a l r e s p o n s i b i l i t y t o assum e v a r i o u s a d m i n i s t r a -
R e p r o d u c e d with p e r m i s s io n of t h e co p y rig h t o w n e r. F u r th e r r e p ro d u c tio n p rohibited w ith o u t p e r m is s io n .
121
t i v e f u n c t i o n s a s a p a r t o f t h e i r work.
Some s p e c i f i c
a d m i n i s t r a t i v e f u n c t i o n s w h i c h i n d i v i d u a l f a c u l t y members s h o u l d be e n c o u r a g e d t o assume a r e : A.
e l e c t i n g f a c u l t y r e p r e s e n t a t i v e s t o m e m b e r s h ip i n
a d e p a rtm e n ta l a d m i n i s t r a t i v e com m ittee.
Such r e p r e s e n t a
t i v e s would a s s i s t an d a d v i s e t h e a d m i n i s t r a t o r i n m a t t e r s o f g e n e r a l p o l i c y , and would s h a r e i n t h e a u t h o r i t y and r e s p o n s i b i l i t y f o r c a r r y i n g o u t s u c h p o l i c y . B.
c o n f e r r in g w ith i n d i v i d u a l s tu d e n ts o r groups o f
s t u d e n t s on m a t t e r s o f p e r s o n a l a d j u s t m e n t , m e t h o d s o f s t u d y , s c h e d u l e p l a n n i n g , and p e r s o n a l m a i n t e n a n c e , C.
i n t e r v i e w i n g , by a p p o i n t m e n t , v i s i t o r s t o t h e
departm ent, in c lu d in g p o t e n t i a l f a c u lty c a n d id a te s , s t u d e n t s s e e k i n g a d m i s s i o n t o t h e d e p a r t m e n t , members o f t h e lay adv iso ry group, p a re n ts of s tu d e n ts , v i s i t i n g te a c h e r s and a d m i n i s t r a t o r s , and s a l e s m e n . D.
field
serv ice a c t i v i t i e s , in clu d in g recruitm ent
v i s i t s and a d d r e s s e s a t s c h o o l s t h r o u g h o u t t h e s t a t e ,
in
f o r m a l t a l k s o r a d d r e s s e s t o l a y and p r o f e s s i o n a l g r o u p s I n n e i g h b o r i n g c o m m u n i t i e s , and c o n s u l t a t i o n w i t h l e a d e r s o f a r t a c t i v i t i e s i n v a r i o u s community c e n t e r s . S.
follow -up s e rv ic e to g ra d u a te s o f th e departm ent.
P erio d ic v i s i t s to recen t g rad u a tes, in clu d in g in terv iew s w i t h t h e i r p r i n c i p a l s , a r e a n e x c e l l e n t means o f e s t a b -
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
122
l i s h l n g and m a i n t a i n i n g f i r s t - h a n d
c o n ta c ts w ith public
s c h o o l s i t u a t i o n s a s w e l l a s h e l p i n g weak o r p o o r l y - a d j u s t e d a r t t e a c h e r s t o overcome c e r t a i n d i f f i c u l t i e s . P.
advisem ent of stu d e n t c o - c u r r i c u l a r a c t i v i t i e s .
C e r t a i n a d m i n i s t r a t i v e problem s which a r i s e a s a r e s u l t o f c o - c u r r i c u l a r a c t i v i t i e s can o f t e n be h andled "on th e s p o t ” by a f a c u l t y a d v i s e r .
I n a d d i t i o n , f a c u l t y member
s h i p i n and a d v i s e m e n t o f c o - c u r r i c u l a r a c t i v i t i e s e n c o u r a g e s g r e a t e r s t u d e n t - f a c u l t y r a p o r t and i n s u r e s c l o s e r p e r s o n a l r e l a t i o n s h i p s t h a n a r e fo u n d i n most c l a s s r o o m
Figure 7 Students and faculty members meeting informally _____________________ to discuss paintings____________________
R e p r o d u c e d with p e r m i s s io n of t h e c o p y rig h t o w n e r . F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
123
situ atio n s. G.
v i s i t i n g v a r i o u s c e n t e r s o f a r t e d u c a t i o n through*
out th e c o u n try i n t e a c h e r s c o l l e g e s , u n i v e r s i t i e s , pub l i c and p r i v a t e s c h o o l s , i n o r d e r t o b r i n g t o t h e a t t e n t i o n o f th e e n t i r e a r t e d u c a t i o n d e p artm e n t o f which th e y a re a p a rt the l a t e s t tre n d s in a r t educatio n in a l l ty pes of situ atio n s. H. fairs.
r e s p o n s i b i li t y fo r le a d e rsh ip in departm ental a f R ather th a n w ait f o r th e departm ent a d m i n i s t r a t o r
to in itia te
c e r ta in a sp ec ts of th e a r t ed u catio n al pro
g r a m , i n d i v i d u a l f a c u l t y members s h o u l d , when t h e y become a w a r e o f a n e ed f o r r e v i s i o n o f p r e s e n t p o l i c y o r a n a d d i t i o n t o th e p re s e n t program, b e g in c o l l e c t i n g d a ta con cerning i t ,
draw up t e n t a t i v e p l a n s , and s u b m i t th e m t o
t h e d e p artm e n t a d m i n i s t r a t o r o r a d m i n i s t r a t i v e comm ittee fo r appropriate a c tio n .
I n d i v i d u a l f a c u l t y members a r e
to o o f t e n w i l l i n g t o complain ab o u t e x i s t i n g c o n d itio n s w i t h o u t h a v in g t a k e n i n i t i a t i v e t o improve them .
The im
p r o v e m e n t o f t h e g e n e r a l a r t e d u c a t i o n p r o g r a m i s a s much t h e r e s p o n s i b i l i t y o f e a c h f a c u l t y member a s i t
i s the
r e s p o n s i b i l i t y o f th e departm ent a d m i n i s t r a t o r or the a d m i n i s t r a t i v e com m ittee.
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
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THE ROLE OF STUDENTS IN THE ADMINISTRATION OP AW ART EDUCATION DEPARTMENT I N A TEACHERS COLLEGE The i d e a o f s t u d e n t p a r t i c i p a t i o n i n t h e f o r m u l a t i o n , d e v e l o p m e n t , i m p l e m e n t a t i o n , and e v a l u a t i o n o f a d m i n i s t r a t i v e p o l i c y i n a t e a c h e r s c o l l e g e i s n o t n e c e s s a r i l y new, b u t i n a c t u a l p r a c t i c e i t i s indeed r a r e .
Since s tu d e n ts
f a r o u t n u m b e r f a c u l t y members and a d m i n i s t r a t o r s , i t would seem d e m o c r a t i c i f a r e p r e s e n t a t i v e c o m m i t t e e o f s t u d e n t s and f a c u l t y members were t o work: c o o p e r a t i v e l y w i t h the departm ent a d m i n i s t r a t o r a s p a r t o f an a d m i n i s t r a t iv e com m ittee.
S t u d e n t r e p r e s e n t a t i v e s would p r o b a b l y make
r e c o m m e n d a t i o n s and g i v e c o u n s e l t o t h e a d m i n i s t r a t o r , i n o r d e r t o a i d him i n e f f e c t i v e l y c a r r y i n g o u t t h e w i s h e s of the m ajo rity of the v a rio u s d ep artm en tal p e rso n n e l. T h e r e i s in some q u a r t e r s , h o w e v e r , s t r o n g o p p o s i t i o n t o th e id e a o f a dem ocratic a d m i n i s t r a t iv e system , e sp e c i a l l y when t h e m e a n i n g o f t h e word d e m o c rac y i s t a k e n t o include student re p re s e n ta tio n .
Some t r a d i t i o n a l a d m i n
i s t r a t o r s and f a c u l t y members m i g h t c o m p l a i n t h a t c o l l e g e s t u d e n t s a r e " t o o i m m a t u r e , " " n o t d e p e n d a b l e , " and t h a t th e y have " l i t t l e
understanding of r e s p o n s ib ility ."
c e r n i n g t h i s s u b j e c t Mort w r o t e : . . . a s p u p i l s grow o l d e r t h e y a t t a i n h i g h e r i n t e l l e c t u a l m a t u r i t y and a h i g h e r c u l t u r a l l e v e l . They do n o t n e c e s s a r i l y a t t a i n much i n t h e way
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
Con
:
125
o f p r o f e s s i o n a l c o m p e te n c e i n e d u c a t i o n . . . . T o t h e e x t e n t , h o w e v e r , t h a t t h e i r com p e t e n c e makes p o s s i b l e p a r t i c i p a t i o n i n t h e f o r m u l a t i o n o f p o l i c y , and t o t h e e x t e n t t h a t t h e y c a n be l e d t o s e e t h a t i n p a r t i c i p a t i o n t h e r e i s a r e s p o n s i b i l i t y a s w e l l a s a n op p o r t u n i t y — t o t h a t d e g r e e a r e we t r e a t i n g th e m d e m o c r a t i c a l l y . H e r e a s e l s e w h e r e , t h e r e f o r e , we s h o u l d s e t t h e r e a l m o f p a r t i c i p a t i o n somewhat be yo n d t h e b o u n d s o f c e r t a i n t y w i t h r e s p e c t t o c o m p e t e n c e , on t h e a s s u m p t i o n t h a t we w i l l t e n d t o u n d e r r a t e t h e i r a b i l i t y t o p a r t i c i p a te because of t h e i r im m a tu rity .5 The t h e o r y t h a t r e s p o n s i b i l i t y i s d e v e l o p e d a s a r e s u l t o f assumed f r e e d o m h a s b e e n p r o p o s e d i n C h a p t e r I I . T h e r e a r e s t i l l many a d m i n i s t r a t o r s and f a c u l t y m em bers, h o w e v e r , who f e e l t h a t f r e e d o m
s h o u l d be '‘g r a n t e d ” o n l y
a f t e r s t u d e n t s h a v e shown t h a t
they a re r e s p o n s ib le f o r
it.
How s t u d e n t s c a n d e m o n s t r a t e t h e i r r e s p o n s i b i l i t y
f o r f r e e d o m w i t h o u t h a v i n g assum ed t h i s f r e e d o m would seem im possible to e x p la in .
B u t t h i s a t t i t u d e i s one w h i c h we
m u st f a c e s q u a r e l y and a t t e m p t t o a l t e r by e v e r y means a t o u r command.
We must e n c o u r a g e s t u d e n t s t o assum e
f r e e d o m , s i n c e w i t h i n a few s h o r t y e a r s t h e y w i l l be e x p e c t e d t o assum e c o m p l e t e r e s p o n s i b i l i t y n o t o n l y f o r t h e i r own b e h a v i o r b u t f o r t h e b e h a v i o r o f h u n d r e d s o f c h ild ren as w ell. 5
P a u l R. M o r t , P r i n c i p l e s o f E d u c a t i o n a l A d m i n i s t r a t i o n , p . 108.
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
126
To p r o c e e d f r o m t h e t h e o r e t i c a l t o t h e p r a c t i c a l ,
let
u s s u g g e s t some s p e c i f i c ' a d m i n i s t r a t i v e f u n c t i o n s w h i c h a r t e d u c a t i o n s t u d e n t s s h o u l d e x p e c t t o assum e i n c o l l e g e . Some o f t h e s e f u n c t i o n s a r e : A.
dem ocratic p a r t i c i p a t i o n i n a dep artm en tal ad
m i n i s t r a t i v e c o m m ittee. R e p r e s e n t a t i v e s from each o f th e f o u r c u r r e n t c o l l e g e c l a s s e s s h o u l d be e l e c t e d by t h e i r r e s p e c t i v e c l a s s g r o u p s t o m em b ers h ip i n t h i s c o m m i t t e e . They s h o u l d b e e n c o u r a g e d t o d i s c u s s a l l m a t t e r s p e r t i n e n t t o t h e w e l f a r e o r im p ro v e m e n t o f a n a r t e d u c a t i o n d e p a r t - r ment and t o o f f e r r e c o m m e n d a t i o n s and c o u n s e l t o t h e d e partm ental a d m in is tra to r. B.
r e s p o n s i b i l i t y f o r t h e m a i n t e n a n c e and i m p r o v e
ment o f t h e p h y s i c a l p l a n t .
Aside from m ain ten an ce r e
s p o n s i b i l i t i e s s u c h a s s c r u b b i n g f l o o r s and w a s h i n g w i n dows, i t
s h o u l d be t h e r e s p o n s i b i l i t y o f s t u d e n t s w i t h i n
a departm ent t o m a in ta in a n e a t , a tt r a c t iv e appearance of fcl the physical p la n t. I n some c a s e s s t u d e n t g r o u p s m i g h t take i n it i a t i v e 6
i n im proving th e p h y s i c a l p l a n t , such as
Of t h i r t y - f o u r f r e s h m a n a r t e d u c a t i o n s t u d e n t s a t t h e Hew Y o r k S t a t e C o l l e g e f o r . T e a c h e r s a t B u f f a l o who were a s k e d , ”What r e s p o n s i b i l i t i e s would you l i k e t o assume i n c o l l e g e ? ” , t w e n t y r e p l i e d t h a t t h e y would assum e r e s p o n s i b i l i t y f o r th e m aintenance of a n e a t , c le a n d e partm en t. T e n r e p l i e d t h a t "they would b e r e s p o n s i b l e f o r t h e I m p r o v e m e n t o f t h e a p p e a r a n c e and f a c i l i t i e s o f t h e d'epa'rErnerit.'
R e p r o d u c e d with p e r m i s s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
127
the improvement of display facilities, the re-decoration of student social rooms, the painting of classrooms and corridors, and the exhibition of student and professional : art works. C.
field service work in neighboring communities.
Certain lower-classmen and many upper-classmen are capable; of presenting lectures or leading discussions on subjects related to art education.
Convincing parents and communi
ty residents of the importance of children's creative art activities is a function which can be performed by certain well-qualified undergraduate students.
There is no r e a s o n
why community lectures or discussion leadership should be limited to faculty members and department administrators. Certain undergraduate students of art education possess a zeal for their newly chosen profession which is hard for more experienced faculty personnel to duplicate.
Under
graduate student lectures and discussions are especially effective with groups of high school students or parent groups in small towns or rural communities. D.
the recruitment of art education students.
Al
though recruiting activities have been generally restric ted to experienced faculty and administrative personnel, undergraduate art education students who are sincerely in terested in the profession of art teaching can do much to
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
128
generate the interest of high school students.
Two means
of bringing high school students into contact with art education students a r e : career day
assemblies at various
hig h schools; and high school days at college when undergraduate college
:
students have a chance to usher them
through the campus and department and thus become acqua in ted on an informal basis. E. partment.
voluntary assistantships in an art education d e Voluntary assistance to a department adminis
trator or faculty members for purposes of preparing visual aids, cataloging slides and reproductions, mounting illus trations for classroom or display use, and tabulating questionnaires, can be of definite educational value to undergraduate
students.
One of the best ways to learn the
value of visual aids is to produce the m for use. the best ways
to become familiar with the myriad
productions of a r t i s t s ’
works is to look at them
One of of r e often and
to categorize them through filing and cataloging.
One of
the best ways
to become familiar with the instructional
p r o c e d u r e
t h e o r y
a n d
of t e a c h e r s i n
a
d e p a r t m e n t
i s
to a s - :
sist them in the assemblage of various written and illus trative material for class presentation.
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
129
THE ROLE OF THE SERVICE STAFF .IN THE ADMINISTRATION OF AN ART EDUCATION DEPARTMENT IK A
te ac h er s
COLLEGE
I t I s a n y t h i n g b u t common p r a c t i c e f o r t h e a d m i n i s t r a t o r and f a c u l t y o f a n a r t e d u c a t i o n d e p a r t m e n t t o e n c o u r a g e members o f t h e s e r v i c e s t a f f
(ta k e n here to in clu d e
s e c r e t a r i e s , t y p i s t s , f i l i n g c l e r k s , and m a i n t e n a n c e p e r so n n e l) to share in th e fo rm u la tio n of c e r t a i n a s p e c ts of ad m in istrativ e p o licy .
Y e t many a s p e c t s o f t h e w o r k o f
t h e s e p e o p l e a r e e d u c a t i o n a l i n n a t u r e , and t h e i r o p i n i o n s m ight w e ll s e rv e a s a so u rc e o f i n f o r m a t i o n c o n c e rn in g t h e e f f e c t i v e n e s s of a departm ent in d e v elo p in g s t u d e n t s ’ d e m o c r a t i c a t t i t u d e s and b e h a v i o r p a t t e r n s . .
Good h o u s e
k e e p i n g , c l e a n l i n e s s , e f f i c i e n t o f f i c e m a n a g e m e n t, r e c o r d k e e p i n g , and f i l i n g m e t h o d s a r e a l l m a t t e r s w h i c h s h o u l d concern th e f u tu r e te a c h e r of a r t .
I t Is im portant,
t h e r e f o r e , t h a t a d e p a r t m e n t a l a d m i n i s t r a t i v e com m ittee composed o f a n a d m i n i s t r a t o r , f a c u l t y , and s t u d e n t s , should a l s o in c lu d e r e p r e s e n t a t i v e s o f th e s e r v ic e s t a f f . T h eir opinions concerning th e a d m i n i s t r a t o r ’s , f a c u l ty m e m b e r s ' , and s t u d e n t s * r e s p o n s i b i l i t i e s f o r v a r i o u s s e r vice fu n c tio n s
(even m a t t e r s such a s th e placem ent o f
r e f u s e i n p r o p e r c o n t a i n e r s ) may be e f f e c t i v e m e a s u r e s o f t h e a c h i e v e m e n t o f some v e r y b a s i c e d u c a t i o n a l a i m s .
R e p r o d u c e d with p e r m i s s io n o f t h e cop y rig h t o w n e r. F u r th e r re p ro d u c tio n p rohib ited w itho ut p e r m is s io n .
130
Some o f t h e f u n c t i o n s -which a r e t h e r e s p o n s i b i l i t y o f members o f t h e s e r v i c e s t a f f
( c o n s i d e r e d a s a body w h i c h , ;
i n most i n s t i t u t i o n s , m i g h t b e d i v i d e d i n t o c l e r i c a l and m aintenance g ro u p s) a r e : A.
e l e c t i n g - r e p r e s e n t a t i v e s from th e s e r v i c e s t a f f ;
t o m em b ers h ip i n a d e p a r t m e n t a l a d m i n i s t r a t i v e c o m m i t t e e . Such r e p r e s e n t a t i v e s would a s s i s t and a d v i s e t h e d e p a r t m e n t i a d m i n i s t r a t o r i n m a t t e r s o f a d m i n i s t r a t i v e p o l i c y , and would s h a r e t h e a u t h o r i t y and r e s p o n s i b i l i t y f o r c a r r y i n g ou t such p o l i c y . B.
o r g a n i z i n g , c l a s s i f y i n g , and f i l i n g
b u lletin s, C.
letters,
s l i d e s , r e p r o d u c t i o n s , and c a t a l o g s .
t a l c i n g d i c t a t i o n and t r a n s c r i b i n g i t i n t o p r o p e r
l e t t e r or t e x t form .
T h is should in c l u d e n o t only l e t t e r
a n s w e r i n g , memorandum and b u l l e t i n w r i t i n g f o r t h e d e partm ent a d m i n i s t r a t o r , but f o r o th e r departm ent f a c u l ty members and s t u d e n t s a s w e l l when t h e work: i s r e l a t e d t o or a p a rt of co lleg e courses or c o -c u r r ic u la r a c t i v i t i e s . D.
w r i t i n g a n s w e r s t o a l l l e t t e r s w h i c h do n o t
n e c e ssa rily req u ire the personal a tte n tio n of the d e p a rt ment a d m i n i s t r a t o r o r i n d i v i d u a l f a c u l t y members. E.
d u p l i c a t i n g , m i m e o g r a p h i n g , a n d c a r b o n copy
m ak ing o f b o o k l e t s , p a m p h l e t s , e x a m i n a t i o n s , and o t h e r i n s t r u c t i o n a l a nd r e l a t e d m a t e r i a l .
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
131
P.
answ ering a l l telep h o n e c a l l s .
Only t h o s e c a l l s
which r e q u i r e th e p e r s o n a l a t t e n t i o n o f th e a d m i n i s t r a t o r o r i n d i v i d u a l f a c u l t y members s h o u l d be r e f e r r e d t o t h e m . G.
i n t e r v i e w i n g a l l d e p a r t m e n t v i s i t o r s and s c h e d u l
in g appointm ents w ith th e a d m i n i s t r a t o r or in d iv i d u a l f a c u l t y members when n e c e s s a r y . H.
h e l p i n g t o m a i n t a i n a n e a t , c l e a n and a t t r a c t i v e
o ffice. I.
a s s u m i n g r e s p o n s i b i l i t y f o r t h e m a i n t e n a n c e and
p o s s i b l e im p r o v e m e n t o f t h e d e p a r t m e n t , and h e l p i n g t o educate s tu d e n ts as to t h e i r r e s p o n s i b i l i t i e s f o r d e p a r t m e n t a l m a i n t e n a n c e and i m p r o v e m e n t . J.
m a i n t a i n i n g a n e a t , p e r s o n a l a p p e a r a n c e and a
f r i e n d l y , c o o p e r a t i v e a t t i t u d e which i s i n k e e p in g w i t h th e n a tu re of a departm ent o f a r t e d u c a tio n . THE ROLE OF A LAY ADVISORY GROUP IK THE ADMINISTRATION OF AN ART EDUCATIOH DEPARTMENT IE A TEACHERS COLLEGE The t e r m ” l a y a d v i s o r y g r o u p ” h a s b e e n c h o s e n t o i n d ic a te t h a t i n order to b e st serve i t s fu n c tio n , t h i s g r o u p s h o u l d be composed o f p e o p l e who a r e n o t p a r t o f t h e r e g u la r p erso n n el of an a r t e d u c a tio n departm ent.
There
a r e many i n s t a n c e s i n t h e c o n s i d e r a t i o n o f p r o b l e m s r e l a t e d t o t h e g r o w t h o f a d e p a r t m e n t o f a r t e d u c a t i o n where t h e
R e p r o d u c e d with p e r m i s s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
152
o p i n i o n s and s u g g e s t i o n s o f a l a y a d v i s o r y g r o u p -would b e v alu ab le.
T h e r e a r e o f t e n t i m e s -when p r o b l e m s i n t h e a d
m i n i s t r a t i o n o f an a r t e d u c a ti o n d ep artm en t hin g e upon or a r e r e l a t e d t o m a t t e r s i n r e l a t e d p r o f e s s i o n a l f i e l d s such, a s comm ercial a r t ,
i n d u s tr ia l d esign, p riv a te school ed
u c a t i o n , b u s i n e s s , and i n d u s t r y .
I t w o u l d , t h e r e f o r e , be :
h e l p f u l n o t only f o r th e s o l u t i o n o f d e p a r t m e n t a l p r o b l e m s , b u t f o r t h e e s t a b l i s h m e n t o f b e t t e r community u n d e r s t a n d i n g and r a p p o r t , t o s e l e c t r e p r e s e n t a t i v e s o f v a r i o u s r e l a t e d p r o f e s s i o n a l and b u s i n e s s f i e l d s t o b e come members o f a l a y a d v i s o r y g r o u p .
T h i s g r o u p m i g h t be
s i m i l a r i n c o n s t i t u t i o n and f u n c t i o n t o t h o s e -which a r e c a lle d boards of t r u s t e e s or boards of d i r e c t o r s i n o th e r, o ften la rg e r, adm in istrativ e a re a s .
To i n i t i a t e t h e o r
g a n i z a t i o n o f s u c h a g r o u p , h o w e v e r , i t m ig h t b e b e s t t o c o n sid er i t s fu n c tio n s as p u rely ad v isory or in fo rm a tio n a l, u n til its
optimum f u n c t i o n s i n a d e p a r t m e n t o f a r t
e d u c a t i o n m ig h t be d e t e r m i n e d . Some o f t h e a d m i n i s t r a t i v e f u n c t i o n s o f a l a y a d v i s ory group might b e : A.
t o o f f e r a d v i c e and c o u n s e l t o a n a d m i n i s t r a t o r
a n d / o r members o f a d e p a r t m e n t a l a d m i n i s t r a t i v e c o m m i t t e e ■ ' on d e p a r t m e n t a l p r o b l e m s w h i c h e f f e c t , o r may e v e n t u a l l y e f f e c t t h e l o c a l co m m u n ity , b u s i n e s s , and p r o f e s s i o n a l
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
133
groups. B.
t o p r e s e n t p r o b l e m s o f v a r i o u s c o m m e r c i a l and i n
d u s t r i a l a r t f i e l d s w h i c h m i g h t be s o l v e d o r a l l e v i a t e d th ro u g h m utual c o o p e r a tio n o f an a r t e d u c a tio n d epartm ent and v a r i o u s i n d u s t r i e s o r c o m m e r i c a l e n t e r p r i s e s . C.
t o o f f e r recom mendations c o n c e rn in g t h e s e l e c t i o n
o f s t u d e n t s and s t a f f m em bers, c u r r i c u l u m r e v i s i o n , and t h e b e t t e r i n g o f community r e l a t i o n s . COHCLUSION L is ts of the a d m in is tra tiv e fu n c tio n s of an adm inis t r a t o r , f a c u l t y m em bers, s t u d e n t s , s e r v i c e p e r s o n n e l , and a l a y a d v i s o r y g r o u p m ig h t be e x t e n d e d c o n s i d e r a b l y f u r t h e r t h a n th o se which a p p e a r a b o v e .
B u t more i m p o r t a n t
th a n extended l i s t i n g s i s th e b e l i e f t h a t th e a d m i n i s t r a t i o n of a departm ent o f a r t e d u c a tio n i n a t e a c h e r s c o l lege i s n o t t h e r e s p o n s i b i l i t y o f an a d m i n i s t r a t o r a l o n e , b u t o f a l l d e p a r t m e n t p e r s o n n e l and c e r t a i n i n t e r e s t e d laymen.
Through th e c o o p e r a t i v e e f f o r t s o f t h e d e p artm e n t
a d m i n i s t r a t o r , f a c u l t y , s t u d e n t s , t h e s e r v i c e s t a f f , and a lay a d v is o ry group i t
i s p o s s i b l e t o r e a l i z e a system
o f a d m i n i s t r a t i o n which f u n c t i o n s d e m o c r a t i c a l l y , e f f i c i e n t l y , and c r e a t i v e l y .
W ithout t h e c o o p e r a t i o n o f
th e s e v a rio u s p e rso n n e l i n th e assum ption of r e s p o n s i b l l -
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
lj>k-
ity fo r adm in istrativ e fu n ctio n s, i t
i s d i f f i c u l t t o make
o f a d m i n i s t r a t i o n more t h a n a wk i t c h e n t h i n g o f stock-s t a k i n g " -which a l l o w s l i t t l e
t i m e f o r ’’’p r o p h e t s ' v i s i o n s ,
and d r e a m s , and h i g h h o p e s f o r t o m o r r o w . ” ^ Two g e n e r a l a d m i n i s t r a t i v e f u n c t i o n s , t h e r e c r u i t m e n t and s e l e c t i o n o f s t u d e n t s and s t a f f m em bers, and t h e a d m i n i s t r a t i o n and d e v e l o p m e n t o f a n a r t e d u c a t i o n a l c u r riculum a r e , in our o p in io n , p a r t i c u l a r l y im portant to t h e g e n e r a l Im pro v em en t o f a r t e d u c a t i o n ; t h e r e f o r e t h e y are treated
i n more d e t a i l i n t h e two c h a p t e r s w h i c h f o l
low .
7
See p r e f a t o r y q u o t a t i o n by P a u l R. M o r t , p . i i .
R e p r o d u c e d with p e r m i s s io n of t h e co p y rig h t o w n e r. F u r th e r r e p ro d u c tio n prohibited w ith o u t p e rm is s io n .
155
CHAPTER V THE RECRUITMENT AMD SELECTION OF
STUDENTS AND FACULTY MEMBERS INTRODUCTION T'0 THE CHAPTER One o f t h e o v e r a l l a l m s o f a d e p a r t m e n t o f a r t
educa
t i o n I n a t e a c h e r s c o l l e g e sh o u ld be t h e Improvement o f a r t ed u catio n In the p u b lic an d i n f l u e n c e
sch o o ls.
o f a departm ent a d m i n i s t r a t o r ,
b e r s , and u p p e r - c l a s s m e n ,
leadership
f a c u l t y mem
stu d e n ts of a r t ed u catio n are
prepared f o r the p r o f e s s io n of a r t the
Under th e
teach in g .
graduates of te a c h e rs co lleg e a r t
V ery fe w o f
education d e p a rt
ments e n t e r th e h i g h e r e d u c a t i o n t e a c h i n g f i e l d . t h e m become t e a c h e r s
of a r t
in the p u b lic
t h e b e s t wa ys t o i m p r o v e p u b l i c r e c r u i t an d s e l e c t b e t t e r art
Most o f
sch ools.
One o f
school a r t education is to
s t u d e n t s and f a c u l t y members f o r ■
ed u c a tio n departm ents in te a c h e rs c o lle g e s . B e f o r e we c a n c o n s i d e r m e t h o d s o f r e c r u i t i n g and
s e l e c t i n g s t u d e n t s and f a c u l t y m e m b e r s , h o w e v e r ,
it
is
I m p o r t a n t t h a t we make a f r a n k a p p r a i s a l o f t h e q u a l i f i c a t i o n s and c h a r a c t e r i s t i c s w h i c h s u c h p e r s o n n e l s h o u l d p o s sess.
The q u a l i f i c a t i o n s and c h a r a c t e r i s t i c s
e d u c a t i o n s t u d e n t s and i n s t r u c t o r s ,
o f good a r t
elem entary school a r t
t e a c h e r s , and s e c o n d a r y s c h o o l a r t t e a c h e r s , a r e d e c i d e d l y
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
sim ilar.
People in a l l f o u r o f th e s e
prim arily
concerned w ith the a r t e d u c a tio n of c h i l d r e n in
the public
sch o o ls.
Since a r t
categories
s h o u ld be :
t e a c h e r s may ' ' p a t t e r n a f t e r
th e b e s t te a c h in g they have e x p e rie n c e d r a t h e r th an t h a t •which t h e y h e a r d a b o u t , "
we may a s s u m e t h a t
c e r t a i n ob
s e r v a t i o n s w h i c h t h e y h a v e made o f t h e i r e l e m e n t a r y ,
sec
o n d a r y , an d c o l l e g e t e a c h e r s w i l l a f f e c t t h e i r own t e a c h in g in the p u b lic te ristic s
sch o o ls.
The q u a l i f i c a t i o n s and c h a r a c
o f an a r t te a c h e r which a r e
suggested in t h i s
c h a p t e r s h o u l d be a p p l i c a b l e
t o t h e ' r e c r u i t m e n t and s e l e c - i
tio n of a rt teach ers fo r a i l
l e v e l s an d t y p e s o f e d u c a t i o n .
F ollow ing the
s e c t i o n on q u a l i f i c a t i o n s and c h a r a c
t e r i s t i c s w i l l b e f o u n d some r e c o m m e n d a t i o n s f o r t h e r e c r u i t m e n t and s e l e c t i o n o f s t u d e n t s an d f a c u l t y mem ber s f o r a departm ent of a r t
education in a teach ers c o lle g e .
THE QUALIFICATIONS AND CHARACTERISTICS OF Ah ART TEACHER The f o l l o w i n g a r e
some o f t h e q u a l i f i c a t i o n s an d
c h a r a c t e r i s t i c s w h i c h s h o u l d b e p o s s e s s e d by a n a r t e r in e ith e r a c o lle g e , elem entary,
teach
or secondary sc h o o l.
E v i d e n c e o f t h e s e q u a l i f i c a t i o n s and c h a r a c t e r i s t i c s , 1
or
S t a n l e y A. C z u r l e s , "Our R e s p o n s i b i l i t i e s a s T e a c h e r s , " B u f f a l o , New York: S t a t e C o l l e g e f o r T e a c h e r s , U npub l i s h e d p a m p h l e t , ( S e p t e m b e r , 194-9)> p . 3 .
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
137
p o ten tial a b ility
t o d e v e l o p t h e m , s h o u l d b e p o s s e s s e d , by
a r t ed u catio n student c a n d id a te s.
1.
A PLEASANT, INSPIRING PERSONALITY A war m, f r i e n d l y m a n n e r , c o u p l e d w i t h a n I n s p i r i n g
p erso n a lity are e s s e n tia l to Since the
su ccessfu l a rt teach in g .
s t i m u l i f o r m o st p u p i l s a r e b a s e d u p o n t h e man-
n e r l s m s o f t h e a r t t e a c h e r , an d n o t u p o n b l a c k b o a r d sons or draw ing from n a t u r e , t h a t the a r t
It
;
les
I s o f prim ary im p o rtan ce
t e a c h e r b e one who l i k e s t h e c h i l d r e n w i t h
whom he w o r k s an d who c a n i n s p i r e
t h e m t o w an t t o do
o r i g i n a l work. Because o f th e c o - c u r r i c u l a r as w e ll as c u r r i c u l a r r e s p o n s i b i l i t i e s w h i c h m u st b e a s s u m e d by a n a r t t e a c h e r , it
is
i m p o r t a n t t h a t h i s p e r s o n a l i t y be s u c h t h a t
induce i n t e r e s t
of a r t
art ing.
A g en eral understand!;
I n e d u c a t i o n , f o r e x a m p l e , c a n be
b ro u g h t ab o u t only a s a r e s u l t su b jec t.
,
i n s u b j e c t s he p r e s e n t s t o p u p i l s , p a r
e n t s , and v a r i o u s co m m u n ity g r o u p s . in g of the r o le
it w ill
of sin cere
in terest
I m p a t i e n c e o r o f f e n s i v e n e s s on t h e p a r t
in the of the
te a c h e r are c e r t a i n to clo se th e doors of u n d e rsta n d Evidence o f o v e r t
" a r t i n e s s ” o r tem peram ental be
h a v i o r i n a n a r t t e a c h e r s h o u l d be c a r e f u l l y
:
stu d ied w ith
r e g a r d t o t h e p o s s i b l e e f f e c t t h e s e c h a r a c t e r i s t i c s may h a v e u p o n s c h o o l an d co m m u n it y w e l f a r e an d m o r a l e .
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
■
158
2.
ATTRACTIVE, WELL-GROOMED APPEARANCE I n th e s e l e c t i o n of c l o t h i n g w ith harm onious c o l o r s ,
l i n e s , and t e x t u r e s , a s w e l l a s a h a i r s t y l e , c o m p l e x i o n c a r e , and v a r i o u s a c c e s s o r i e s , t h e a r t t e a c h e r s h o u l d show good t a s t e .
E x t r e m e s i n c l o t h i n g s t y l e s o r m e th o d s
o f g r o o m i n g , e i t h e r c o n s e r v a t i v e , o r r a d i c a l , s h o u l d be qu estioned.
One o f t h e more s u b t l e b u t e s s e n t i a l d u t i e s
of th e a r t te a c h e r i s to c o n trib u te to th e b etterm e n t of t h e c l o t h i n g s e l e c t i o n and p e r s o n a l g r o o m in g o f p u p i l s a s w e l l a s f a c u l t y members t h r o u g h h i s own c h o i c e o f a r t i s t i c , t a s t e f u l c l o t h i n g and g r o o m in g s t y l e s .
T his c o n t r i
b u t i o n c a n b e s t be e f f e c t e d t h r o u g h e x a m p l e ; by w e a r i n g c l o t h i n g which i s b latan t.
sim ple, yet e f f e c t i v e , c o lo r f u l yet not
C e r t a i n e x t r e m e s c a n do more harm t h a n g o o d ,
e s p e c i a l l y i n a v i l l a g e o r s m a l l to w n where a d v a n c e d s t y l e s a r e seldom se e n o r w id e ly a c c e p t e d . 3.
INTEREST IN THE TOTAL PERSONALITY GROWTH OP STUDENTS An a r t t e a c h e r s h o u l d b e w i l l i n g t o s u b o r d i n a t e t h e
q u a l i t y o f p u p i l s ’ f i n i s h e d a r t w o rk s t o t h e g r o w t h o f th e ir p erso n alities.
T h i s r e q u i r e s a b r o a d knowledge o f
t h e c h a r a c t e r i s t i c s o f a l l age l e v e l s , r e s p e c t f o r i n d i v i d u a l d i f f e r e n c e s , and a d e s i r e t o e n c o u r a g e e a c h c h i l d ’s ex pression of in d iv id u a lity .
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
139
4,
PHYSICAL FITNESS, PERSONAL HYGIENE, AND EMOTIONAL STABILITY An a r t t e a c h i n g p o s i t i o n o f t e n i n v o l v e s v i s i t i n g
many c l a s s r o o m s ; and so m e ti m e s i t i s n e c e s s a r y t o c a r r y b u l k y a r t m a t e r i a l s f r o m one b u i l d i n g t o a n o t h e r .
The
i n d i v i d u a l n a t u r e o f many a r t a c t i v i t i e s n e c e s s i t a t e s c a r r y i n g more m a t e r i a l s t h a n 'would be n e e d e d f o r a c l a s s w h i c h e n g a g e s i n t h e same p r o j e c t .
Heavy t e a c h i n g s c h e d
u l e s , p l u s n u m erous o u t - o f - s c h o o l a c t i v i t i e s , and t h e t r a n s p o r t a t i o n of a r t m a te r ia ls f o r b o th , r e q u ir e s an a r t t e a c h e r who i s p h y s i c a l l y f i t and who c a n s t a n d up u n d e r the s t r a i n . The a r t t e a c h e r ' s s t a n d a r d s o f p e r s o n a l h y g i e n e s h o u l d be o f t h e h i g h e s t b e c a u s e o f t h e n um ero u s c o n t a c t s he makes w i t h o t h e r t e a c h e r s and a d m i n i s t r a t o r s , as_ w e l l as n e a rly every c h ild i n a sc h o o l. a tte n tio n to th is t r a i t
The s l i g h t e s t
lack of
i s s u f f i c i e n t t o n u l l i f y much o f
t h e e f f e c t i v e n e s s o f t e a c h i n g p r o f i c i e n c y and p e r s o n a l attractiv en ess, The s h e e r number o f p e o p l e w i t h whom a n a r t t e a c h e r comes i n c o n t a c t makes i t n e c e s s a r y t h a t he be a p e r s o n who i s c a l m and e f f i c i e n t u n d e r p r e s s u r e .
Arc t e a c h i n g
r e q u i r e s a p e r s o n who c a n c r i t i c i z e a n a b s t r a c t p a i n t i n g one m i n u t e , a r e a l i s t i c c r a f t p r o j e c t t h e n e x t , and t h e
R e p r o d u c e d with p e r m i s s io n of t h e co p y rig h t o w n e r. F u r th e r r e p ro d u c tio n p rohibited w ith o u t p e r m is s io n .
140
f e e b l e e f f o r t s o f a c h i l d who s u f f e r s f r o m l a c k o f i m a g i n a tio n the n e x t.
T h i s makes i t
im perative th a t the a r t
t e a c h e r be e m o t i o n a l l y s t a b l e . 5.
ABILITY TO WORK IN A FRIENDLY, COOPERATIVE, AND DEMOCRATIC MANNER WITH CHILDREN, TEACHERS, PARENTS, AND ADMINISTRATORS In order to c o n trib u te to the f u lf illm e n t of basic
e d u c a tio n a l o b j e c ti v e s , i t i s e s s e n t i a l th a t an a r t te a c h e r work w i t h c h i l d r e n , t e a c h e r s , p a r e n t s , and a d m i n i s t r a t o r s i n a manner w h i c h i s f r i e n d l y , c o o p e r a t i v e , and dem o cratic.
F r i e n d l i n e s s s h o u l d n o t mean c o d d l i n g p u p i l s ,
b u t a d e m o c r a t i c r e l a t i o n s h i p b e t w e e n t h e t e a c h e r and p u p i l s w h ic h e n c o u r a g e s t h e s h a r i n g o f c l a s s d u t i e s , t h e d e v e l o p m e n t o f good w o r k i n g h a b i t s , and r e s p e c t f o r i n d iv id u al d iffe re n c e s .
I n o r d e r t o induce t e a c h e r s of
o th er su b je cts to introduce c re a tiv e a c t i v i t i e s in to t h e i r t e a c h i n g , t h e a r t t e a c h e r must be f r i e n d l y and c o o p e r a tiv e .
The same a p p l i e s t o r e l a t i o n s h i p s b e t w e e n t h e a r t
t e a c h e r and v a r i o u s a d m i n i s t r a t i v e o f f i c e r s : f r i e n d l i n e s s , c o o p e r a t i o n , and a d e m o c r a t i c a t t i t u d e a r e e s s e n t i a l . 6.
A CLEAR PHILOSOPHY OF EDUCATION S i n c e t h e a r t t e a c h e r i s o f t e n one o f t h e o n l y a r t
e d u c a t e d p e r s o n s i n a community ( e x c e p t i n l a r g e r tow n s
R e p r o d u c e d with p e r m i s s io n of t h e co p y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
lA l
and c i t i e s ) , i t
i s i m p o r t a n t t h a t he p o s s e s s a s e m a n t i c a l
ly - s o u n d , c l e a r p h i l o s o p h y o f e d u c a t i o n .
A r t s h o u l d be a n
im p o r ta n t, b u t not n e c e s s a r i l y dom inant, a s p e c t of h i s e d u c a tio n a l p hilosophy.
The a r t t e a c h e r i s o f t e n c a l l e d
u p o n by c h i l d r e n , t e a c h e r s , p a r e n t s , and community r e s id e n ts to e x p la in p a r t i c u l a r a s p e c ts of the a r t s .
He
s h o u l d be a b l e t o show t h e r e l a t i o n s h i p s a r t h a s t o a l l aspects of liv in g .
He s h o u l d a l s o be a b l e t o e x p l a i n t h e
various ed u catio n al asp ects of a r t a c t i v i t i e s ,
such as
t h e i r th e ra p e u tic , r e c r e a tio n a l, occupational, p o l i t i c a l , i n d u s t r i a l , and r e l i g i o u s v a l u e .
When r e s p o n d i n g t o q u e s
t i o n s s u c h a s , "What i s modern a r t ? ' 1, o r , "Why s h o u l d a r t be a n a c c r e d i t e d
s c h o o l s u b j e c t ? " , th e a r t t e a c h e r should
be a b l e t o make c l e a r , f o r t h r i g h t s t a t e m e n t s w h i c h c l a r i f y th e s e often-m isunderstood but h ig h ly -im p o rta n t s u b je c ts . To a n s w e r , "You w o u l d n ' t u n d e r s t a n d I " , o r " i t ' s
t o o com
p l i c a t e d t o d i s c u s s : e v e n t h e e x p e r t s d o n ' t know!" c a u s e s t h e s c h i s m b e t w e e n a r t a nd t h e p u b l i c t o w i d e n , and c a u s e s ; t h e a r t t e a c h e r t o become l e s s p o p u l a r w i t h l a y m e n , p u p i l s , and a d m i n i s t r a t o r s . 7.
A TEACHER-ARTIST P r i m a r i l y , t h e a r t t e a c h e r s h o u l d be a n e d u c a t o r .
He s h o u l d be a p e r s o n who i s more i n t e r e s t e d
in the t o t a l
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
p e r s o n a l i t y development o f p u p i l s t h a n i n t h e i r a c q u i s i t i o n of s k i l l or u n d e rs ta n d in g o f a p a r t i c u l a r phase o f a rt.
Of s e c o n d a r y i m p o r t a n c e , b u t c e r t a i n l y e s s e n t i a l t o
e f f e c t i v e a r t te a c h in g , i s th e s t a tu s of the a r t te a c h e r as a p ro fe ssio n a l a r t i s t
Figure 8
or a t
l e a s t one who i s f a m i l i a r
An a r t t e a c h e r d e m o n s t r a t e s c r e a t i v e a b i l i t y _________ pain tin g _____________
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
in
l4 j5
w ith c re a tiv e e x p re ss io n through f i r s t - h a n d and p r o f i c i e n c y i n a t l e a s t one a r t medium.
co n tact w ith Mere p r o
f i c i e n c y i n a te c h n iq u e such a s o i l p a i n t i n g , however, w ith o u t c r e a t i v e a b i l i t y i n th e development o f o r i g i n a l c o n c e p t s and d e s i g n s , i s i n s u f f i c i e n t f o r a r t t e a c h i n g . I n o rd e r t o encourage th e development o f c r e a t i v e a b i l i t y i n c h i l d r e n , and t o f o s t e r u n d e r s t a n d i n g o f c r e a t i v e e x p r e s s i o n t h r o u g h o u t t h e s c h o o l and co m m u n ity , t h e a r t t e a c h e r must u n d e r s t a n d and be e n t h u s i a s t i c a b o u t o r i g i n a l , c r e a t i v e w o rk s o f a r t , and s h o u l d be a b l e t o com m unicate t h i s u n d e rs ta n d in g th ro u g h d is c u s s io n - d e m o n s tr a tio n s in at
l e a s t one a r t medium t o p u p i l s , p a r e n t s , and
community r e s i d e n t s . When s e e k i n g a t e a c h i n g p o s i t i o n , a n a r t t e a c h e r s h o u l d be a b l e t o s u b m i t t o t h e a d m i n i s t r a t o r , o r t o p e r s o n s s e l e c t e d by t h e a d m i n i s t r a t o r , a p o r t f o l i o o f r e p r e s e n t a t i v e c r e a t i v e a r t work i n e v e r y medium w i t h w h i c h the te a c h e r i s f a m ilia r .
The a r t i s t i c and e s t h e t i c q u a l
i t i e s o f t h e w o r k , p l u s t h e m ann e r i n w h i c h t h e w o rk i s m o u n te d , f r a m e d , and p r e s e n t e d a r e a l l h e l p f u l c r i t e r i a in determ ining p e rso n al as w e ll as p r o f e s s io n a l c h arac t e r i s t i c s of an a r t t e a c h e r .
It
i s obviously im portant
t h a t t h e a d m i n i s t r a t o r , o r p e r s o n s s e l e c t e d by him who w i l l exam in e t h e p o r t f o l i o o f c r e a t i v e w o r k , s h o u l d be
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
144
•well q u a l i f i e d t o make j u d g m e n t s on c r e a t i v e a r t w o r k , and s h o u l d n o t be b i a s e d t o w a r d any p a r t i c u l a r a r t s t y l e s s u c h as the n a t u r a l i s t i c or a b s tr a c t. 8.
TECHNICAL COMPETENCE IN THE USE AND TEACHING OF VARIOUS ART MEDIA, PROCESSES, AND PROJECTS An a r t t e a c h e r s h o u l d b e f a m i l i a r w i t h a l l c r e a t i v e
a r t m edia and p r o c e s s e s , and s h o u l d know s u i t a b l e a r t p r o j e c t s f o r e a c h age l e v e l .
In a d d itio n , i t
is h elp fu l
i f he i s f a m i l i a r w i t h s p e c i a l a r t a c t i v i t i e s f o r men t a l l y r e t a r d e d or p h y s i c a l l y handicapped c h i l d r e n .
T his
i n s u r e s , t o some d e g r e e a t l e a s t , a t t e n t i o n t o c h i l d r e n who r e q u i r e
s p e c i a l i n s t r u c t i o n , a s w e l l a s a n add ed
r e s p e c t f o r i n d i v i d u a l d i f f e r e n c e s b a s e d on p h y s i c a l , m ental,and em otional c o n d itio n s .
An a r t t e a c h e r s h o u l d
a l s o h a v e a knowledge o f t h e v a r i o u s m e th o d s and t e c h n i q u e s u s e d by p e o p l e o f v a r i o u s a g e l e v e l s i n w o r k i n g w i t h a r t m edia. 9.
EAGERNESS TO LEAD AND PARTICIPATE IN CO-CURRICULAR SCHOOL AND COMMUNITY ACTIVITIES An a r t t e a c h e r s h o u l d show c o n s i d e r a b l e i n t e r e s t i n
c o - c u r r i c u l a r a c t i v i t i e s , e s p e c i a l l y th o s e which a re r e lated to a r t ed ucation.
D ram atic p r o d u c tio n s o f a school,;
v i s i t s t o c u l t u r a l c e n t e r s , and g e n e r a l s c h o o l a s s e m b l i e s
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
1^5
re q u ire the s e rv ic e s of a person -sk illed in v a rio u s a r t t e c h n i q u e s , o r a t l e a s t t h e a d v is e m e n t o f such a p e r s o n . Much o f t h e a r t e d u c a t i o n g a i n e d by c h i l d r e n d u r i n g t h e i r y e a r s i n s c h o o l comes i n i n d i r e c t w a y s : t h r o u g h f i e l d t r i p s t o a r t museums o r s c e n i c s p o t s , o b s e r v a t i o n s o f s t a g e s e t t i n g s and b a c k d r o p s , o r e n j o y i n g d e c o r a t i o n s a t a school p a rty . The a r t t e a c h e r s h o u l d be w i l l i n g t o t a k e a n a c t i v e p a r t i n f a c u l t y a c t i v i t i e s , c o m m i t t e e w o r k , and p r o f e s sional organizations.
W i l l i n g n e s s t o e n g a g e i n w o rk o u t
s i d e o f t h e s p e c i a l a r t f i e l d i s a good i n d i c a t i o n o f h i s understanding of the ro le of a r t in general education. I f h e c o n s i d e r s a r t s o m e t h i n g w h i c h i s e x c l u s i v e and u n r e l a t e d to everyday l i f e , i t
i s l i k e l y t h a t more ha rm
t h a n good would be done i n a d d i n g him t o a s c h o o l s t a f f . Most community r e s i d e n t s know l i t t l e
about a r t , but are
a n x i o u s t o know more a b o u t i t a s i t r e l a t e s t o t h e d e s i g n o f t h e i r g a r d e n s , t h e r e - d e c o r a t i o n o f t h e i r h o m es , o r t h e p u r c h a s e o f w e l l - d e s i g n e d o b j e c t s and u t e n s i l s . a r t t e a c h e r s h o u l d be w i l l i n g t o
o f f e r
s e r v i c e s
The
and i n
fo rm atio n o f t h i s type t o p a r e n t - t e a c h e r o r g a n i z a t i o n s , m o t h e r s 1 c l u b s , m e n s ’ c l u b s , s c o u t o r g a n i z a t i o n s , and any o t h e r community g r o u p s w h i c h a r e i n t e r e s t e d i n knowing how a r t f i t s
in to th e ir p a rtic u la r f ie ld
of I n t e r e s t .
R e p r o d u c e d with p e r m i s s io n of t h e cop y rig h t o w n e r. F u r th e r r e p ro d u c tio n prohibited w ith o u t p e rm is s io n .
146
10 .
i
ORGANIZATIONAL ABILITY I n a d d i t i o n t o b e i n g a b l e t o o r g a n i z e p u p i l and com-
:
m u n i t y g r o u p s , and b e i n g a b l e t o i n s p i r e o t h e r s t o assume ;
l e a d e r s h i p r e s p o n s i b i l i t i e s , t h e a r t t e a e h e r s h o u l d show organizational a b ility a r t room.
;
in th e p h y s i c a l arrangem ent o f an
The c o l o r o f a room , p l a c e m e n t o f d e s k s , u t i l -
iz a t i o n o f s h e l v i n g and s t o r e r o o m f a c i l i t i e s , a t t e n t i o n t o l i g h t i n g , c a r e o f m a t e r i a l s and s u p p l i e s , and a p u p i l v o l u n t e e r m aintenance system a r e a l l f a c t o r s which i n d i c a te an a r t t e a c h e r ’s o r g a n i z a t i o n a l a b i l i t y .
There a re
few s c h o o l s i n w h ic h a n a r t t e a c h e r i s n o t a l l o w e d t h e f r e e d o m t o r e o r g a n i z e o r r e - d e c o r a t e t h e a r t room and m a n y ; of the f a c i l i t i e s w ith in i t .
E x p e n s i v e f i x t u r e s and p a i n t >
a r e n o t a b s o l u t e l y e s s e n t i a l t o p h y s i c a l i m p rov e m e nt and a t t r a c t i v e n e s s , a l t h o u g h t h e p u r c h a s e o f some b a s i c i t e m s is h elp fu l.
An a r t t e a c h e r who i s n o t l e t h a r g i c and
• m e r e l y p a s s i v e l y i n t e r e s t e d i n t e a c h i n g , one who h a s t h e i n i t i a t i v e , e n e r g y , i m a g i n a t i o n , and w i l l i n g n e s s t o spend a good many a f t e r - s c h o o l o r S a t u r d a y h o u r s i n t h e company o f p u p i l s -who would be more t h a n happy t o v o l u n t e e r t h e i r s e r v i c e s , can t r a n s f o r m a d rab c la s s ro o m i n t o a c h e e r f u l , c o l o r f u l , w e l l - l i t workroom w h i c h i s c o n d u c i v e t o c r e a t i v e work.
The u s e o f o r a n g e c r a t e s , a p p l e b o x e s , d i s c a r d e d
l u m b e r , w a r - s u r p l u s p a i n t , b o r r o w e d b r u s h e s , and s a n d p a p e r :
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
w i l l c u t down o r e l i m i n a t e t h e c o s t o f r e d e c o r a t i o n . T h e s e a r e b u t a few o f t h e i n e x p e n s i v e o r f r e e m a t e r i a l s w h i c h h a v e b e e n u s e d by i r a a g i n a t i v e , e n t e r p r i s i n g a r t t e a c h e r s and p u p i l v o l u n t e e r s . th e
storage
S i m i l a r im provem ents i n
of s u p p lie s , th e c o n s tr u c tio n of v i s u a l a i d s ,
an d t h e r e f i n i s h i n g o f p r e s e n t e q u i p m e n t c a n be e f f e c t e d th ro u g h a v o lu n te e r system . where an a r t in itia tiv e ities
It
is
lik e ly th a t in sch o o ls,
t e a c h e r and sorae p u p i l v o l u n t e e r s t a k e t h e
t o im p r o v e t h e a p p e a r a n c e and f u n c t i o n a l q u a l -
o f a n a r t r o o m , o t h e r t e a c h e r s and p u p i l s may b e
come e n t h u s e d an d im p r o v e o t h e r c l a s s r o o m f a c i l i t i e s , rid o rs, 11.
cor
and o f f i c e s .
DESIRE TO GROW PROFESSIONALLY An a r t t e a c h e r s h o u l d n e v e r f e e l t h a t h i s e d u c a t i o n
has been com pleted. process. uate
An a r t
E ducation is a co n tin u o u s,
life-lo n g
te a c h e r can le a r n th ro u g h continued
study, a d u lt ed u catio n c o u rse s,
in -serv ice
grad~>
education,:
c o n t a c t w i t h y o u n g s t e r s , and. t h r o u g h m e m b e r s h i p i n p a r e n t : a n d c om m unity o r g a n i z a t i o n s .
He c a n a l s o
p a r t i c i p a t i o n and l e a d e r s h i p
in te a c h e rs'
conventions.
He s h o u l d be i n t e r e s t e d
the p r o f e s s i o n a l f i e l d
le a r n th ro u g h c o n f e r e n c e s and •
in c o n tr ib u tin g to
thro u g h w r i ti n g ,
speaking a t ed
u c a t i o n a l c o n f e r e n c e s , and t h r o u g h i n v i t a t i o n s
to o th e r
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
t e a c h e r s t o v i s i t and d i s c u s s t h e
sch o o l,
c o m m u n i t y , and
a r t room i n -which he t e a c h e s . 12.
SUCCESSFUL EXPERIENCE T h r o u g h a s t u d y o f r e c o m m e n d a t i o n s f r o m f o r m e r em
p l o y e r s , a s c h o o l a d m i n i s t r a t o r c a n d e t e r m i n e t o some e x tent
i f a n a r t t e a c h e r h a s a good r e c o r d
p erien ce.
of te a c h in g ex
C re d e n tia ls should a l s o I n d i c a t e an a r t t e a c h
e r ’ s w i l l i n g n e s s t o e x p e r i m e n t i n new a r t a c t i v i t i e s , to p a rtic ip a te
in c o - c u rr ic u la r a c t i v i t i e s
p ro fessio n al f ie ld ,
an d t h e c o m m u n i t y .
s h o u l d be c o n s i d e r e d p a r t
in the
sch o o l,
A l l o f t h e above
of a can d id ate’s a rt
e x p e r i e n c e , and i f a r e c o r d
and
teach in g
o f them i s in c o m p le te , f u r
t h e r i n f o r m a t i o n s h o u l d be s o u g h t . I f an a r t t e a c h e r i s college c r e d e n tia ls
I n e x p e r ie n c e d , h i s com plete
s h o u ld be s t u d i e d
in order to d e te r
mine h i s d e g r e e o f s u c c e s s i n p r a c t i c e
t e a c h i n g and a c a
d e m i c p r e p a r a t i o n , a s w e l l a s h i s p a r t i c i p a t i o n and l e a d e r s h i p i n c o l l e g e an d co m m u n it y a c t i v i t i e s .
I n some
c a s e s , a r t t e a c h e r s have gained v a lu a b le u n d e r g r a d u a te t e a c h i n g e x p e r i e n c e t h r o u g h -w ork ing w i t h c h i l d r e n a t summer c a m p s ,
’’n e i g h b o r h o o d h o u s e s , ” p l a y g r o u n d s , and
S aturday or evening c la s s e s
in a r t .
An e v a l u a t i o n o f
t h e s e e x p e r i e n c e s , w hich i s n o t alw ays in c lu d e d
i n the
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
149
c r e d e n t i a l s s e n t by a c o l l e g e p l a c e m e n t o f f i c e ,
s h o u l d be
r e q u e s t e d f ro m t h e a r t e d u c a t i o n d e p a r t m e n t o f t h e t e a c h e r ' s alm a m a t e r . The l o g i c a l q u e s t i o n w h i c h m i g h t be r a i s e d by a p e r s o n who h a s l o o ked o v e r t h e r a t h e r l e n g t h y l i s t
of q u a l
i f i c a t i o n s and c h a r a c t e r i s t i c s o f a good a r t t e a c h e r w h i c h h a s b e e n s e t f o r t h above m i g h t b e , s t u d e n t s o r t e a c h e r s be f o u n d ? ”
’’Where c a n s u c h
I f t h i s q u e s t i o n c a n be
a n s w e r e d , t h e q u e s t i o n w h i c h m i g h t w e l l f o l l o w i t would b e , f,How should, s t u d e n t s and t e a c h e r s be s e l e c t e d f ro m q u a lifie d candidates?”
Suggested answers to th e s e q u e s
t i o n s fo rm t h e c o n t e n t o f t h e r e m a i n d e r o f t h i s c h a p t e r . THE RECRUITMENT AMD SELECTION OF STUDENTS FOR A DEPARTMENT: OF ART EDUCATION IK A TEACHERS COLLEGE THE RECRUITMENT OF STUDENTS S e v e r a l f a c t o r s w h i c h i n d i c a t e a n u r g e n t n e ed f o r a r t t e a c h e r s i n e l e m e n t a r y and s e c o n d a r y s c h o o l s were d i s c u s sed i n C h a p t e r I I I .
These f a c t o r s g iv e f a i r a s s u r a n c e
t h a t t h e need f o r a d d i t i o n a l a r t t e a c h e r s w i l l c o n t i n u e f o r many y e a r s t o come.
T h e r e w i l l a l w a y s be a n e e d , b e
yond t h i s , f o r b e t t e r a r t t e a c h e r s and f o r r e p l a c e m e n t s toi. f i l l v a c a n c i e s c a u s e d by t r a n s f e r , m a r r i a g e , r e t i r e m e n t , r e s i g n a t i o n , and d e a t h .
R e p r o d u c e d with p e r m i s s io n of t h e co p y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
As a r e s u l t o f i n c r e a s e d t e a c h e r b *
s a l a r i e s , the i n
c r e a s i n g p o p u l a r i t y o f a r t e d u c a t i o n , and t h e i n c r e a s i n g i m p o r t a n c e o f a r t i n t h e s c h o o l c u r r i c u l u m , many h i g h school g ra d u a te s a re a t p re s e n t seed in g adm ission to a r t t e a c h e r p r e p a r a t i o n programs i n t e a c h e r s c o l l e g e s .
But
t h i s does n o t le s s e n our r e s p o n s i b i l i t y f o r th e r e c r u i t ment o f b e t t e r q u a l i f i e d Cona nt h a s s a i d ,
student c a n d id a te s.
As James B .
"The i m m e d ia te o b j e c t i v e m ig h t w e l l n o t
be a n i n c r e a s e i n n u m b e r s , b u t t h e r e c r u i t i n g o f b e t t e r students
. . . aim ing a t h ig h e r q u a l i t y r a t h e r th a n
n u m b e r s ." 2
E x t e n d e d and im proved r e c r u i t m e n t o f q u a l i f i e d
a r t e d u c a t i o n s t u d e n t s must be c a r r i e d on a s a n i n t e g r a l f u n c tio n of every te a c h e r s c o lle g e a r t e d u c a tio n d e p a r t m ent.
There i s l i t t l e
reason to b e lie v e th a t the b e st
q u a lif ie d can d id ates f o r the a r t te a c h in g p ro fe s s io n w i l l , o f t h e i r own a c c o r d , make a p p l i c a t i o n t o t h e a r t e d u c a t i o n departm ents o f te a c h e rs c o lle g e s or o th e r i n s t i t u t i o n s which o f f e r a r t t e a c h e r p r e p a r a t i o n c o u rs e s . Because o f th e p r e s e n t inadequacy o f secondary a r t t e a c h i n g , g u i d a n c e , and t e s t i n g p r o g r a m s , many h i g h s c h o o l s t u d e n t s a r e n o t made a w are o f t h e i r p o t e n t i a l a r t t e a c h i n g a b i l i t y , t h e e x t e n t o f t h e i r c r e a t i v e and t e c h n i c a l 2
J am e s B . C o n a n t , E d u c a t i o n i n a D i v i d e d W o r l d , p .
197.
R e p r o d u c e d with p e r m i s s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
ab ility
in a r t ,
o r t h e f a c t t h a t t h e y may p o s s e s s t h e
q u a l i f i c a t i o n s n e ce ssa ry f o r adm ission to a t u i t i o n - f r e e course in a r t te a c h e r p r e p a r a tio n in a s t a t e te a c h e rs co lleg e.
Q u a l i f i e d a r t e d u c a t i o n s t u d e n t c a n d i d a t e s may
a s w e l l be f o un d i n r e m o t e r u r a l h i g h s c h o o l s a s i n m e t r o p o l i t a n c e n t e r s where g u i d a n c e c o u n s e l o r s more o f t e n h e l p s t u d e n t s t o d e t e r m i n e i n t e r e s t i n and q u a l i f i c a t i o n f o r various p ro fe s sio n s.
T h e r e f o r e , r e c r u i t m e n t must be im
p r o v e d and e x t e n d e d , so t h a t e v e r y h i g h s c h o o l s t u d e n t who h a s i n t e r e s t i n o r q u a l i f i c a t i o n f o r t h e a r t t e a c h i n g p r o f e s s i o n may r e c e i v e f u l l p a r t i c u l a r s a b o u t a c o l l e g e a r t e d u c a t i o n and may, i f he r e q u e s t s i t , be g i v e n a p e r s o n a l in te r v ie w w ith a r e p r e s e n t a t i v e of an a r t e d u c a tio n d e p a r t m e n t of a t e a c h e r s c o l l e g e .
It is,
o f c o u r s e , im
p e r a t i v e t h a t e n t r a n c e q u a l i f i c a t i o n s and r e q u i r e m e n t s be made c l e a r t o a l l I n t e r e s t e d
s tu d e n ts , as w ell as to t h e i r
h i g h s c h o o l g u i d a n c e c o u n s e l o r s , p r i n c i p a l s , and members o f o r g a n i z a t i o n s such a s th e F u tu re T each ers o f A m erica. A re c e n t a d d itio n to th e a d m in is tr a tiv e s t a f f s of many t e a c h e r s c o l l e g e s h a s b e e n t h e p o s i t i o n o f C o o r d i n a to r of F ield S e rv ic e s.
Among o t h e r d u t i e s , t h e c o o r d i n a
t o r is p a r t i a l l y re sp o n sib le f o r the rec ru itm en t of s t u dents fo r a l l departm ents.
O bviously, t h i s i s a t a s k too
l a r g e f o r one p e r s o n t o h a n d l e ; a n d , a s i n d i c a t e d by h i s
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
title ,
t h e c o o r d i n a t o r must u t i l i z e t h e s e r v i c e s o f v a r
i o u s c o l l e g e and n o n - c o l l e g e p e r s o n n e l i n o r d e r t o o f f e r re c ru itm e n t s e rv ic e s t o a l l h ig h schools w ith in a given area. A te a c h e r s c o lle g e w ith an a r t e d u c a tio n departm ent must r e c r u i t s t u d e n t s whose homes a r e h u n d r e d s o f m i l e s d i s t a n t f r o m t h e c am p u s.
In o rd e r t o provide adequate
r e c r u i t m e n t s e r v i c e s , t h e a r t e d u c a t i o n d e p a r t m e n t must u t i l i z e f u l l y the s e rv ic e s of the c o o rd in a to r and, through h i m , t h e s e r v i c e s o f v a r i o u s s e l e c t e d members o f i t s t e a c h i n g s t a f f and s t u d e n t b o d y . The c o l l e g e s h o u l d , and u s u a l l y d o e s , pay t h e e x penses of the c o o r d in a to r , departm ent a d m i n i s t r a t o r , or f a c u l t y members who v i s i t
schools throughout th e s t a te
f o r t h e p u r p o s e o f r e c r u i t i n g f r e s h m e n and a d v a n c e d c r e d i t stu d en ts.
Payment o f e x p e n s e s s h o u l d a l s o be made t o
s e l e c t e d u n d e r g r a d u a t e and g r a d u a t e a r t e d u c a t i o n s t u d e n t s who h a v e d e m o n s t r a t e d p o t e n t i a l a b i l i t y t o o f f e r valuable r e c r u i ti n g s e rv ic e s .
C e rta in stu d en ts of a r t
e d u c a tio n i n a t e a c h e r s c o lle g e can p o s s ib ly o f f e r as much p e r t i n e n t i n f o r m a t i o n t o h i g h s c h o o l s t u d e n t s c o n c e r n i n g a c o u r s e i n a r t t e a c h e r p r e p a r a t i o n a s more e x p e r i e n c e d f a c u l t y members o r c o o r d i n a t o r s o f f i e l d services.
Because o f t h e i r r e c e n t e x p e rie n c e w ith p ro b
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
lems c o n f r o n t e d by e n t e r i n g f r e s h m e n , p r o p e r l y q u a l i f i e d a r t e d u ca tio n stu d e n ts can o f f e r h ig h school stu d e n ts b o t h t h e p r o s and c o n s o f t h e i r d e p a r t m e n t a l p r o g r a m , t o g e t h e r -with t h e e n t h u s i a s m v h i c h t h e y h a v e d e v e l o p e d f o r it.
I t i s a l s o l i k e l y t h a t h i g h s c h o o l s t u d e n t s would
f e e l f r e e to ask p e rs o n a l, seem ingly-naive q u e stio n s of a c o l l e g e s t u d e n t which th e y m ight n o t a s k o f a v i s i t i n g co lleg e p ro fe s so r. The number o f f a c u l t y members and s t u d e n t s i n a d e p a r t m e n t o f a r t e d u c a t i o n who c a n p a r t i c i p a t e i n a r e c r u i t m e n t p r o g r a m i s l i m i t e d by s e v e r a l f a c t o r s . of a l l ,
F irst
o n l y t h o s e f a c u l t y members and s t u d e n t s whose
p e r s o n a l i t i e s a r e t h e most i n s p i r i n g and f r i e n d l y , whose p e r s o n a l a p p e a r a n c e i s t h e m o s t n e a t and t a s t e f u l , and whose e n t h u s i a s m f o r a r t t e a c h i n g i s h i g h , s h o u l d b e s e l ected fo r recru itm en t s e rv ic e .
Secondly, th e annual
b u d g e t o f t e n l i m i t s t h e number o f r e c r u i t m e n t v i s i t s w h i c h c a n be made d u r i n g a g i v e n p e r i o d .
T h i r d l y , only a
l i m i t e d amount o f f a c u l t y m e m b e r s ’ and s t u d e n t s ’ t i m e c a n be a l l o t e d f o r
r e c r u i t m e n t
se rv ic e s w ithout i n t e r f e r i n g
w i t h t e a c h i n g e f f i c i e n c y and a c a d e m ic s t a n d a r d s .
The l a s t
two l i m i t i n g f a c t o r s c a n b e o v e r c o m e , t o a c e r t a i n e x t e n t , by j u s t i f i c a t i o n o f i n c r e a s e d r e c r u i t m e n t e x p e n d i t u r e s and by c a r e f u l s c h e d u l i n g o f r e c r u i t m e n t v i s i t s
to variou s
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
a r e a s w i t h i n a s t a t e s o t h a t p r i v a t e c a r s c a n d r o p o f f and p i c k - up f i v e o r s i x s t u d e n t s and f a c u l t y members a t v a r i o u s s c h o o l s d u r i n g t h e c o u r s e o f one o r two d a y s .
The
i n d i v i d u a l q u a l i f i c a t i o n f a c t o r , how ever, w i l l alw ays n e c e s s i t a t e c e r t a i n l i m i t a t i o n s , and w i l l maice i t n e c e s sa ry f o r th e departm ent a d m i n i s t r a t o r t o c r e d i t q u a l i f i e d f a c u l t y and s t u d e n t p e r s o n n e l w i t h e q u i v a l e n t t e a c h i n g l o a d and s t u d y c r e d i t f o r t h e i r p a r t i c i p a t i o n i n r e c r u i t ing a c t i v i t i e s . The p e r s o n n e l o f a n a r t e d u c a t i o n d e p a r t m e n t who a r e concerned w ith t h e r e c r u i t m e n t o f a r t e d u c a tio n s t u d e n t s s h o u l d p r e p a r e and p u b l i s h a n i l l u s t r a t e d
b ro ch u re which
giv es a c le a r p ic tu r e of professional o p p o r tu n itie s in the field
of a r t teaching.
T h i s b r o c h u r e s h o u l d be p l a c e d i n
t h e h a n d s o f g u i d a n c e c o u n s e l l o r s and p r i n c i p a l s i n h i g h schools throughout the s t a t e .
C o p i e s s h o u l d be a v a i l a b l e
t o a l l s t u d e n t c a n d i d a t e s who v i s i t ,
or w rite t o , a de
partm ent of a r t e d u c a tio n . T h rou g h c a r e f u l s c h e d u l i n g and c o o r d i n a t i o n o f i t s field
se rv ic e a c t i v i t i e s , a departm ent of a r t e d u c a tio n
s h o u l d be a b l e t o s e r v e most o f t h e h i g h s c h o o l s i n a sta te .
T h r ou g h i t s w e l l - i n f o r m e d , e n t h u s i a s t i c s t u d e n t
and f a c u l t y a m b a s s a d o r s , a n a r t e d u c a t i o n d e p a r t m e n t should be a b l e t o c o n t a c t n e a r l y e v e r y e l i g i b l e h i g h s c h o o l s t u
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
:
d e n t who i s i n t e r e s t e d
i n l e a r n i n g more a b o u t t h e p r o f e s
sio n of a r t te a c h in g . THE SELECTION OP STUDENTS Who c a n p r e d i c t what t h e m e n t a l and p h y s i c a l s t a t u s o f an a r t e d u c a ti o n s t u d e n t w i l l be a f t e r a f o u r o r f i v e y ear period of c o lleg e edu cation?
E ven a f t e r c a r e f u l
s c r e e n i n g , t e s t i n g , and I n t e r v i e w i n g , how s u r e c a n we be t h a t th e stu d e n ts accepted f o r a r t te a c h e r p r e p a r a tio n w i l l become w e l l - q u a l i f i e d a r t t e a c h e r s i n e l e m e n t a r y and secondary sc h o o ls?
As Ege h a s s a i d :
The i d e a l a r t t e a c h e r c a n n o t b e s e l e c t e d w i t h a s s u r a n c e by any e x i s t i n g a r t ' ‘t ' e s t ’,* by che'cicihg s c h o l a s t i c r e c o r d s ' , 1' o r e v e n by p e r ^ o n a r ' l h t e r v'i'ew. I I . Many "of t h e most' p r o m i s i n g " t r a i n e e s have" d i s a p p o i n t e d u s . We d i d n o t , o r c o u l d n o t , d is c o v e r t h e i r em otional inadequacy f o r th e p ro f e s s i o n o f a r t t e a c h i n g , t h e i r i n a b i l i t y t o be f l e x i b l e , t o g ro w , t o meet new c h a l l e n g e s , t o be l e a d e r s , o r t o t h i n k and p l a n f o r t h e m s e l v e s , i n s t e a d o f r e p e a t i n g t h e i r t r a i n i n g program . . s A s e e m l n g l y - o u t s t a n d i n g s t u d e n t c a n d i d a t e may, a f t e r a d m i s s i o n t o c o l l e g e show l i t t l e
e v i d e n c e o f b e c o m in g a
q u a l i f i e d a r t t e a c h e r j o r , e v e n w o r s e , may a f t e r g r a d u a t i o n p r o v e t o be a n u n s u c c e s s f u l a r t t e a c h e r .
On t h e
o t h e r h a n d , a s t u d e n t c a n d i d a t e who shows l i t t l e 3
prom ise
O t t o P . E g e , ”Some P r o b l e m s o f Aim and Method i n T r a i n i n g A r t T e a c h e r s , 1” F o r t i e t h Y e a r b o o k o f t h e N a t i o n a l S o c i e t y f o r t h e Study' o f E d u c a t i o n , p.' 7 2 6 .
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
156
a t t h e t i m e o f h i s a d m i s s i o n t o c o l l e g e may d e v e l o p i n t h e course of f o u r o r f i v e y e a rs i n c o lle g e i n to an o u ts ta n d ing a r t te a c h e r.
B o t h o f t h e s e h y p o t h e t i c a l c a s e s may be
e x t r e m e s , and t h e r e f o r e , r a r e .
But i t
i s im portant to
m ention them, a t l e a s t , f o r th e b e n e f i t o f f a c u l t y , s t u d e n t , and a d m i n i s t r a t i v e p e r s o n n e l who may s h a r e i n a s e l e c t i o n s program .
T h e s e p e o p l e must a l w a y s keep i n
mind t h e p o s s i b i l i t i e s o f s u c c e s s o r f a i l u r e in g , a v e ra g e , or poor c a n d id a te s .
of o u tstan d
For exam ple, a s tu d e n t
c a n d i d a t e who l a c k s some o f t h e c h a r a c t e r i s t i c s c o n s i d e r ed e s s e n t i a l t o s u c c e s s f u l t e a c h i n g may p o s s e s s o t h e r s w h i c h m ig h t go u n n o t i c e d d u r i n g a b r i e f i n t e r v i e w .
Poor
a p p e a ra n c e o r poor p e r s o n a l h y g ie n e , f o r exam ple, ten d t o dom inate o t h e r t r a i t s
in a candidate.
It
i s hard f o r an
in te rv ie w e r to co n sider the i n t e r e s t in c h ild re n or p oten t i a l tech n ical a b ility
o f a c a n d i d a t e who h a s e x t r e m e l y
bad b r e a t h o r whose a p p e a r a n c e m i g h t b e s t be d e s c r i b e d a s shabby.
L e t u s b e a r i n m i n d , t h e r e f o r e , when c o n s i d e r i n g
c a n d i d a t e s f o r a d m iss io n t o a program o f a r t t e a c h e r p r e p a r a t i o n , th a t the ed ucatio n of a r t te a c h e rs is not lim ited t o th e development o f t e c h n i c a l s k i l l , b u t i n c l u d e s th e d e v e l o p m e n t o f i n t e r e s t i n c h i l d r e n , im p ro v e m e n t o f p e r s o n a l a p p e a r a n c e , and a t t e n t i o n t o p e r s o n a l h y g i e n e .
It
i s p o s s ib le to educate a stu d e n t in m a tte rs of p e rs o n a l
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
a p p e a r a n c e , p e r s o n a l h y g i e n e , and t e c h n i c a l a b i l i t y , b u t it
i s n o t alw ays p o s s i b l e t o g e n e r a t e a s i n c e r e , l o v in g
in te re s t in ch ild ren .
C a n d i d a t e s who p o s s e s s t h e l a t t e r
c h a r a c t e r i s t i c m ig h t be c h o s e n o v e r c a n d i d a t e s who, t h o u g h : t h e y a r e more n e a t l y a t t i r e d , do n o t show e v i d e n c e o f a s i n c e r e i n t e r e s t i n t e a c h i n g and i n w o r k i n g w i t h c h i l d r e n , let, field
s t u d e n t s who seem o n l y p a s s i v e l y i n t e r e s t e d i n t h e o f e d u c a t i o n may d e v e l o p a n unbounded e n t h u s i a s m
f o r i t w i t h i n a p e r i o d o f f b ur o r f i v e y e a r s . T h e r e i s no c h e c k l i s t o r t e m p l a t e a g a i n s t w h i c h we can p lac e a c a n d id a te t o determ ine h i s exact q u a l i f i c a tio n s f o r the p ro fe s sio n of a r t te a c h in g .
The most we
can do, n o tw ith s ta n d in g th e e x te n t of our t e s t i n g ,
screen
i n g , and i n t e r v i e w i n g p r o g r a m s , i s t o make a good g u e s s o r b et as to the p o t e n t i a l q u a l i f i c a t i o n s or a stu d e n t can d id a te fo r the a r t te a c h in g p ro fe s s io n .
Ho w ever, w i t h t h e
h e l p o f p e r s o n s e x p e r i e n c e d i n s e l e c t i n g s t u d e n t s , and w i t h t h e r e s u l t s o f c a r e f u l l y f o r m u l a t e d t e s t s and s k i l l f u l l y c o n d u c t e d i n t e r v i e w s , we c a n r e d u c e t h e odds o f o u r g u e s s e s and b e t s on s t u d e n t s .
A.n a d e q u a t e g u i d a n c e p r o
gram (See C h a p t e r Y I ) w i l l r e d u c e t h e odds s t i l l f u r t h e r by d e t e c t i n g m a l a d j u s t m e n t s b e f o r e t h e y become p s y c h o s e s and by e l i m i n a t i n g p o s i t i v e l y - u n q u a l i f i e d
students before
t h e y become a r t t e a c h e r s .
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
O th e r q u e s t i o n s re m a in t o be a n s w e re d . sele ct
s tu d e n ts f o r an a r t e d u c a tio n d ep artm en t i n a
teach ers college? ted?
Who s h o u l d
By w h a t p r o c e s s s h o u l d t h e y b e s e l e c
When s h o u l d t h e y b e s e l e c t e d ?
A STUDENT SELECTION COMMITTEE The f i n a l s e l e c t i o n o f s t u d e n t s selectio n s
s h o u l d be made by a
c o m m i t t e e com po se d o f v o t i n g f a c u l t y members
a nd n o n - v o t i n g j u n i o r , present there
s e n i o r , an d g r a d u a t e
is a d efin ite
stu d en ts.
At
need f o r a com m ittee o f t h i s
ty p e b ecau se o f an e x c e s s iv e number o f a p p l i c a n t s , a number w hich e x c e e d s ,
i n most c a s e s , t h e
lim its
o f the
n h v s i c a l r i a n t , an d i n some c a s e s , t h e e x p e c t e d n u m b e r o f te a c h in g p o s itio n s w ith in a given a r e a . c o l l e g e s , the a d m in is tr a tio n man and a d v a n c e d c r e d i t year.
I n most t e a c h e r s
l i m i t s ! t h e number o f f r e s h
s t u d e n t s who may be a d m i t t e d e a c h
Prom t h e t o t a l number o f a p p l i c a n t s , t h e s e l e c t i o n s
c o mm i t t e e must c h o o s e one t h i r d , upon th e
c la s s sine
one h a l f , e t c . ,
depending
l i m i t i m p o s e d by t h e a d m i n i s t r a t i o n
and n e c e s s i t a t e d by l i m i t a t i o n s o f t h e p h y s i c a l p l a n t , n u m b e r o f f a c u l t y members, and t h e ne ed f o r a r t
the
teachers
i n the i x e I d .
The f a c u l t y members o f a s e l e c t i o n b e , when p o s s i b l e ,
t h o s e who a r e u s u a l l y
committee sh o u ld resp o n sib le
j b i t o r v i e w i n g a p p l i c a n t s . a n h - .w.hn...£yie
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
for
lo°
n e e d s o f e l e m e n ta r y ana s e c o n d a ry s c h o o l c h i l d r e n . i n s t r u c t o r s who a r e
engaged i n th e
t e a c h e r s and t h o s e who v i s i t
su p e rv isio n of stu d en t
sch o o ls th ro u g h f i e l d
v i c e and r e c r u i t m e n t a c t i v i t i e s a s h e d t o s e r v e on a s e l e c t i o n s
T hose
should,
ser
o f c o u r s e , be
com m ittee.
The f i n a l s e l
e c t i o n o f s tu d e n ts f o r a departm ent of a r t e d u c a tio n i s not a ro u tin e
j o b w h i c h c a n be h a n d l e d by a c l e r i c a l
w orker; nor i s
it
a j o b w h i c h s h o u l d be h a n d l e d
th e a d m i n i s t r a t o r of the d e p a rtm e n t. teach in g s t a f f ,
esp ecially
s e r v e a s a member o f t h i s sh ip b a s i s .
E a c h member o f t h e
th o se m entioned a b o v e,
should
c o m m i t t e e o n a r o t a t i n g member
E a c h f a c u l t y member o f t h e c o m m i t t e e s h o u l d
have th e p r i v i l e g e
of v o tin g f o r or a g a in s t the ad m issio n
o f e a c h s t u d e n t who p o s s e s s e s t h e q u a l i f i c a t i o n s in the f i r s t
s o l e l y by
sectio n of th is
s h o u l d be r e q u i r e d
ch apter,
set fo rth
A m a jo r ity vote
f o r th e adm ission of each s tu d e n t, f o l- :
l o w i n g a p r e s e n t a t i o n o f t h e c a n d i d a t e ’ s m e r i t s an d m e r i t s a s d e t e r m i n e d by f a c u l t y m ember s a n d s t u d e n t s who p a r t i c ip a te d in the
in te rv ie w , a d e s c r i p t i o n of the c a n d id a te ’s
p s y c h o l o g i c a l s t a t u s a s d e t e r m i n e d by e n t r a n c e t e s t s , a summary o f t h e
and
c a n d i d a t e ’ s h i g h s c h o o l c u r r i c u l a r and
c o -c u rric u la r record, A l i m i t e d number o f j u n i o r , stu d en ts
s e n i o r , and g r a d u a t e
s h o u l d be e l e c t e d by t h e i r c l a s s e s o r s e c t i o n s
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
'
o f c l a s s e s t o a d v i s o r y , n o n - v o t i n g m em bership i n a s e l e c tio n s
com m ittee.
tw o fo ld .
The p u r p o s e o f s t u d e n t m e m b e r s h i p i s
F i r s t , many o f t h e
m i t t e e w i l l have in te r v ie w e d
s t u d e n t members o f t h e com or chatted
in fo rm ally w ith
s t u d e n t c a n d i d a t e s on ’" h i g h s c h o o l d a y s " o r on o t h e r o c c a s i o n s when p r o s p e c t i v e college
campus.
It
o r members o f t h e Known t h e
stu d en ts are
is also p ossible
invited th at
to v i s i t
the
s t u d e n t members,
c l a s s e s w hich th e y r e p r e s e n t , w i l l have
c a n d i d a t e s p r e v i o u s l y and c a n o f f e r f u r t h e r i n
f o r m a t i o n r e g a r d i n g them .
S econdly,
s t u d e n t member s o f a
s e l e c t i o n s com m ittee a r e g iv e n an e x c e l l e n t o p p o r t u n i t y t o become f a m i l i a r w i t h t h e q u a l i f i c a t i o n s n e c e s s a r y f o r a good a r t t e a c h e r .
T h i s f a m i l i a r i t y may l e a d t o p e r s o n a l
e m u l a t i o n , an d w i l l t i o n s w hich th e
lik ely
in flu en ce
the c la s s e s
or sec
s t u d e n t members r e p r e s e n t .
Some c r i t e r i a w h i c h m i g h t p r o v e h e l p f u l i n t h e f i n a l s e le c tio n of q u a lifie d 1.
The s t u d e n t s h o u l d p o s s e s s o r show s t r o n g p o t e n
tia l ab ility te ristic s 2. ical,
a r t education stu d en ts a re :
o f d e v e l o p i n g t h e q u a l i f i c a t i o n s and c h a r a c
listed
in the f i r s t
The s t u d e n t
sectio n of th is
sh o u ld have h i g h r a t i n g s
ch ap ter. on p s y c h o l o g
p e r s o n a l i t y , an d r e a d i n g t e s t s . 3 .
The s t u d e n t
intellig en ce
should have an a b o v e -a v e ra g e t o h ig h
q u o tien t.
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
4.
The s t u d e n t s h o u l d ha ve a b o v e - a v e r a g e t o s u p e r i o r
h i g h s c h o o l g r a d e s , and s h o u l d
( i f s e l e c t i o n should h in g e :
011 t h i s c r i t e r i o n ) be i n t h e u p p e r q u a r t i l e school c la s s .
A properly c e r tif ie d
of h is high
tra n s c rip t of his
h i g h s c h o o l r e c o r d s h o u l d be r e q u i r e d f o r t h i s p u r p o s e . 5.
The s t u d e n t s h o u l d make a f a v o r a b l e i m p r e s s i o n
u po n a f a c u l t y member d u r i n g a p e r s o n a l I n t e r v i e w , a t w h i c h t i m e h i s c u r r i c u l a r and c o - c u r r i c u l a r r e c o r d s h o u l d be d i s c u s s e d , h i s p e r s o n a l i t y e v a l u a t e d , and h i s a p p e a r a n c e and p e r s o n a l h y g i e n e n o t e d . 6.
The s t u d e n t s h o u l d show e v i d e n c e o f c r e a t i v e a r t
a b i l i t y a s shown i n a p o r t f o l i o o f h i s a r t w o r k .
T his
p o r t f o l i o s h o u l d be s u b m i t t e d w i t h t h e s t u d e n t ' s a p p l i c a tio n . 7.
The s t u d e n t s h o u l d s u b m i t w i t h t h e p o r t f o l i o and
ap p licatio n a c e rtif ic a te
o f good h e a l t h and p h y s i c a l f i t
n e s s s i g n e d by h i s f a m i l y p h y s i c i a n . The f i n a l s e l e c t i o n o f a r t e d u c a t i o n s t u d e n t s t o be a d m i t t e d i n S e p t e m b e r o f a g i v e n y e a r s h o u l d be made i n t h e p r e c e d i n g l a t e w i n t e r and e a r l y s p r i n g ( J a n u a r y t o A pril).
S tu d e n ts a p p ly in g f o r m id -y e a r a d m iss io n should
be n o t i f i e d
of t h e i r acceptance or r e j e c t i o n in the p re
ceding f a l l
( S e p t e m b e r and O c t o b e r ) .
E a r l y d e c i s i o n s on
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
:
stu d e n t adm issions b e n e f i t s th e a r t e d u c a tio n departm ent in th at w ell-q u alified
s tu d e n ts a re secured p r i o r to t h e i r
a c c e p t a n c e by o t h e r e d u c a t i o n a l i n s t i t u t i o n s ; and- e a r l y d e c i s i o n s b e n e f i t a p p l i c a n t s i n t h a t t h e y c a n make e a r l y plans fo r the c o n tin u a tio n of t h e i r ed u catio n o r, i f r e j e c t e d , t h e y may s t i l l make a p p l i c a t i o n t o o t h e r i n s t i t u tio n s. THE RECRUITMENT AMD SELECTION OF FACULTY MEMBERS FOR A DEPARTMENT OF ART EDUCATION IN A TEACHERS COLLEGE THE RECRUITMENT OF FACULTY MEMBERS The r e c r u i t m e n t v i s i t s w h i c h t h e d e p a r t m e n t a d m i n i s t r a t i o n , f a c u l t y m em bers, and a r t e d u c a t i o n s t u d e n t s make t o s c h o o l s t h r o u g h o u t t h e s t a t e a f f o r d th em a n e x c e l l e n t o p p o r t u n i t y t o l o o k f o r and o b s e r v e a r t t e a c h e r s who m i g h t be c o n s i d e r e d f o r a p p o i n t m e n t t o t h e t e a c h i n g s t a f f of an a r t ed u catio n departm ent.
A lthough i t i s n o t tr u e
i n e v e r y c a s e , t h o s e t e a c h e r s c o l l e g e i n s t r u c t o r s who h a v e had p u b l i c s c h o o l a r t t e a c h i n g e x p e r i e n c e a r e o f t e n b e t t e r
tea ch e rs of p o te n tia l
t e a c h e r s
t h a n
t h o s e
who
h a v e
had o n l y c o l l e g e t e a c h i n g e x p e r i e n c e o r have e n t e r e d t h e t e a c h e r p r e p a r a t i o n f i e l d d i r e c t l y from t h e i r p e rio d o f g r a d u a t e and u n d e r g r a d u a t e s t u d y .
S t u d e n t and f a c u l t y
r e c r u i t m e n t p e r s o n n e l s h o u l d be b r i e f e d i n a d v a n c e c o n -
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
c e r n i n g s t a f f n e e d s so t h a t t h e y may be on t h e l o o k o u t f o r . te a c h e rs to f i l l p re se n t or f u tu r e s t a f f v a c a n c ie s.
Once ;
a p r o m i s i n g c a n d i d a t e h a s b e e n ’’d i s c o v e r e d , " a recommen d a t i o n c o n c e r n i n g hi m s h o u l d be g i v e n t o t h e s e l e c t i o n s c o m m i tt e e
( t h e n a t u r e o f t h i s c o m m i t t e e w i l l be d i s c u s s e d
l a t e r ) fo r f u r th e r study, f i l i n g , or a c tio n . A n o t h e r means o f d i s c o v e r i n g and o b s e r v i n g p r o m i s i n g a r t te a c h e rs i s a tte n d a n c e a t the conventions or c o n fe r ences of n a ti o n a l , r e g io n a l, s t a t e , tio n s.
or lo ca l a r t organiza
S i n c e p a r t i c i p a t i o n and l e a d e r s h i p i n p r o f e s s i o n a l
o r g a n i z a t i o n s i s one o f t h e c r i t e r i a f o r t h e s e l e c t i o n o f te a c h e rs college a r t education i n s t r u c t o r s , i t t h a t a r t t e a c h e r s who s p e a k t o , p a r t i c i p a t e
in ,
i s possibles o r assum e ■
le a d e rs h ip in p r o f e s s io n a l o rg a n iz a tio n conferences or c o n v e n t i o n s may p o s s e s s q u a l i f i c a t i o n s f o r a p p o i n t m e n t t o ; the s t a f f of a te a c h e rs co lleg e a r t ed u cation departm ent. The most p r o m i s i n g c a n d i d a t e s , h o w e v e r , a r e n o t a l w a y s f o u n d on t h e c o n v e n t i o n l e c t u r e p l a t f o r m .
Audience p a r
t i c i p a n t s who o f f e r q u e s t i o n s f r o m t h e f l o o r s h o u l d a l s o be observed th r o u g h o u t a c o n f e r e n c e , o r a t s u b s e q u e n t c o n f e r e n c e s , t o see i f t h e i r c o n t r i b u t i o n s a r e c o n s i s t e n t and o u t s t a n d i n g . O t h e r means o f r e c r u i t i n g f a c u l t y members f o r a n a r t e d u c a t i o n s t a f f o f a t e a c h e r s c o l l e g e w h i c h a r e more com-
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
monly u t i l i z e d a r e : t h e s e r v i c e s o f t e a c h e r p l a c e m e n t a g e n c i e s ; t h e ’’Academ ic V a c a n c i e s and T e a c h e r s A v a i l a b l e ” s e c t i o n o f t h e B u l l e t i n o f th e American A s s o c i a t i o n o f U n i v e r s i t y P r o f e s s o r s and s i m i l a r s e c t i o n s i n o t h e r p r o f e s s i o n a l j o u r n a l s ; and f o l l o w - u p s t u d y o f g r a d u a t e s o f the a r t e d u c a tio n departm ent i t s e l f .
It is p articu larly
n e c e s s a r y , i n t h e c a s e o f t h e l a t t e r r e c r u i t m e n t m e th o d s t o pay c a r e f u l a t t e n t i o n t o a s e l e c t i o n s y s t e m b a s e d u po n p e r s o n a l i n t e r v i e w s w i t h s e v e r a l s t a f f members and s t u d e n t s of th e d e p a rtm e n t i n which t h e c a n d i d a t e se ek s a p o sitio n . The r e c r u i t m e n t o r d i s c o v e r y o f f a c u l t y members f o r a d e p a r t m e n t o f a r t e d u c a t i o n s h o u l d be a c o n t i n u o u s p r o cess.
It
i s e s p e c i a l l y i m p o r t a n t t h a t t h e names and a d
d r e s s e s o f p o t e n t i a l c a n d i d a t e s be k e p t on f i l e d a te i n case o f sudden s t a f f v a c a n c i e s .
and up t o
I t i s a l s o wise
t o h ave s e v e r a l p o t e n t i a l c a n d i d a t e s ’’l i n e d u p ” f o r m onth s i n advance of expected v a c a n c ie s o r a d d i t i o n s t o th e p r e s ent s ta f f .
T h i s a l l o w s t h e d e p a r t m e n t a d m i n i s t r a t o r and
t h e s e l e c t i o n s c o m m i t t e e more t i m e t o s e l e c t t h e p e r s o n b e st q u a lifie d f o r each p o s itio n . an u p -to -d a te
list
of av ailab le
In order to m aintain
or p o t e n t i a l c a n d id a te s ,
t h e d e p a r t m e n t s e c r e t a r y , o r a member o f t h e s e l e c t i o n s c o m m i t t e e whose t i m e h a s b e e n s c h e d u l e d t o a l l o w f o r t h i s
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
165
work, should a l l o t a r e g u l a r p o r t i o n o f h e r tim e f o r c o r r e s p o n d e n c e w i t h c a n d i d a t e s and p l a c e m e n t a g e n c i e s .
B oth :
t h e p r o s and c o n s o f s t u d e n t s 1 and f a c u l t y m e m b e r s ’ o p i n i o n s s h o u l d be r e g i s t e r e d t i a l candidate.
in a
For in stan c e,
file
f o ld e r of each p o ten
i f a f a c u l t y member i s
g r e a t l y i m p r e s s e d by a n a r t t e a c h e r d u r i n g a p a r t i c u l a r r e c r u i t m e n t v i s i t , b u t s i x m on ths l a t e r i s p o o r l y i m p r e s s e d by t h e same t e a c h e r , b o t h i m p r e s s i o n s w i t h c i r c u m s t a n c e s r e l a t i v e t o th e m s h o u l d be r e g i s t e r e d file .
in the c a n d id a te 's
I t i s a ls o im portant to s t r e s s here t h a t prosp ec
t i v e f a c u l t y members s h o u l d be o b s e r v e d i n a n a c t u a l teaching s itu a tio n p rio r to t h e i r c o n sid era tio n fo r ap pointm ent . THE SELECTION OF FACULTY MEMBERS The e l e m e n t o f p r e d i c t i o n
o f s u c c e s s In a c o l l e g e
fac
u l t y member i s n o t so d o m in a n t
as in the s e le c tio n of
stu
d e n t s , p r i m a r i l y b e c a u s e f a c u l t y member c a n d i d a t e s s h o u l d : be e x p e r i e n c e d t e a c h e r s w i t h e x c e l l e n t r e c o r d s .
Y et,
f a c u l t y members s h o u l d n o t be a p p o i n t e d t o p o s i t i o n s i n a n a r t e d u c a t i o n d e p a r t m e n t s o l e l y on t h e b a s i s o f w r i t t e n r e c o m m e n d a t i o n s s e n t by p e r s o n s c h o s e n by t h e c a n d i d a t e \ p e r s o n s who a r e known by t h e c a n d i d a t e t o f a v o r him and who u s u a l l y m e n t i o n o n l y t h e p o s i t i v e a s p e c t s o f h i s
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
166
q u alificatio n s.
F a c u l t y members who a r e a p p o i n t e d i n t h i s
h a p h a z a r d man ner may t u r n o u t t o be m i s f i t s , who a r e im properly q u a lifie d fo r the p re p a ra tio n of a r t te a c h e rs . Y e a r s o f e x p e r i e n c e and a d v a n c e d d e g r e e s mean l i t t l e
when
we compare th e m t o t h e q u a l i f i c a t i o n s and c h a r a c t e r i s t i c s m entioned i n th e f i r s t
sectio n of th is chapter.
Y et t h e s e
two c r i t e r i a , p l u s a few l a v i s h r e c o m m e n d a t i o n s s e n t by p e rso n s the c a n d id a te has chosen f o r t h i s p u rp o se, are o f t e n t h e s o l e b a s e s f o r t h e s e l e c t i o n and a p p o i n t m e n t o f f a c u l t y members in: some a r t e d u c a t i o n d e p a r t m e n t s . I n o r d e r t o a v e r t haphazard appointm ent o f f a c u l t y members t o p o s i t i o n s i n a d e p a r t m e n t o f a r t e d u c a t i o n , and i n o r d e r t o make d e m o c r a t i c t h i s a s p e c t o f a d m i n i s t r a t i v e p r a c t i c e , r e c o m m e n d a t i o n s f o r t h e a p p o i n t m e n t o f new f a c u l t y members s h o u l d be made t o t h e d e p a r t m e n t a d m i n i s t r a -
;
t o r by a m a j o r i t y v o t e o f t h e a r t e d u c a t i o n f a c u l t y , o r by a n e l e c t e d c o m m i t t e e o f f a c u l t y m em bers.
In ad d itio n ,
:
i t would be h e l p f u l i f members o f a s t u d e n t s e l e c t i o n c o m m i t t e e ( m e n t i o n e d a b o v e ) were t o s u b m i t r e c o m m e n d a t i o n s c o n c e r n i n g t h e a p p o i n t m e n t o f new f a c u l t y m em bers.
Ob
v i o u s l y , f a c u l t y members a s w e l l a s t h e s t u d e n t s c o n c e r n e d , must i n t e r v i e w f a c u l t y c a n d i d a t e s and s t u d y t h e i r r e c o r d s : i f t h e y a r e t o make r e c o m m e n d a t i o n s f c r o r a g a i n s t t h e i r appointm ent.
I n a d d i t i o n t o t h e u s u a l I n t e r v i e w s w i t h the;;
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
d e p a r t m e n t a d m i n i s t r a t o r and o t h e r c o l l e g e o f f i c i a l s , f a c u l t y c a n d i d a t e s s h o u l d be g i v e n t i m e d u r i n g t h e i r v i s i t s t o t h e campus t o meet i n f o r m a l l y -with s t u d e n t s and f a c u l t y mem bers.
T h i s n o t o n l y i n s u r e s b e t t e r ju dg m en t on t h e
p a r t o f s t u d e n t s and f a c u l t y members who w i l l make r e c o m m endations c o n ce rn in g a p p o in tm e n ts , bu t i t g iv e s c a n d id a te s a c l e a r e r p i c t u r e o f t h e d e p a r t m e n t a s a w ho le and t e n d s t o g i v e th e m some i n d e x o f d e p a r t m e n t m o r a l e , a t t i t u d e s o f s t u d e n t s t o w a r d f a c u l t y members and t h e d e p a r t m e n t a d m i n i s t r a t o r , and v i c e v e r s a . Some c r i t e r i a w h i c h m i g h t p r o v e h e l p f u l i n t h e f i n a l s e l e c t i o n o f new f a c u l t y members a r e : 1.
New f a c u l t y members s h o u l d be a p p o i n t e d on t h e
b a s i s o f a m a j o r i t y r e c o m m e n d a t i o n f r o m t h e members o f t h e departm ent f a c u l t y , or a s p e c i a l l y d e sig n a te d com m ittee, by t h e d e p a r t m e n t a d m i n i s t r a t o r , c o l l e g e d e a n , o r c o l l e g e p r e s i d e n t who makes f a c u l t y a p p o i n t m e n t s .
I d e a l ly , the
f i n a l a p p o i n t m e n t would be made by a d e p a r t m e n t a l a d m i n i s trativ e 2.
com m ittee. The r e c o m m e n d a t i o n s made by t h e ab o ve m e n t i o n e d
g r o u p s s h o u l d be b a s e d on a p e r s o n a l i n t e r v i e w w i t h t h e c a n d id a te , a thorough study or p r e s e n t a t i o n o f h is c re d e n t i a l s , an o b se rv a tio n or r e p o r t of an o b s e rv a tio n of the c a n d i d a t e i n h i s p r e v i o u s t e a c h i n g s i t u a t i o n , and u p o n t h e :
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
168
c riteria
l i s t e d u n d e r q u a l i f i c a t i o n s and c h a r a c t e r i s t i c s
o f a good a r t t e a c h e r d e s c r i b e d i n t h e f i r s t
se c tio n of
t h is chapter. 3.
A l l candidates should be g iv e n a c l e a r u n d e r s t a n d
in g of the term of t h e i r appointm ent.
I t may be f o r o n e ,
t w o , o r t h r e e y e a r s , d e p e n d i n g on a m a j o r i t y d e c i s i o n on t h i s s u b j e c t made by t h e d e p a r t m e n t f a c u l t y .
R eappoint
m e n t , t a n t a m o u n t t o t e n u r e , s h o u l d be b a s e d u p o n t h e p e r f o r m a n c e o f t h e new f a c u l t y member d u r i n g t h e i n i t i a l a p pointm ent p e r i o d .
F a c u l t y members whose a p p o i n t m e n t s a r e
n o t t o be renewed s h o u l d be n o t i f i e d
s i x t o t w e l v e m on th s
i n ad v an c e, o r a t a tim e ag re ed upon a s s ta n d a rd p ro ce d u re by t h e d e p a r t m e n t f a c u l t y . CONCLUSION A r e - e x a m i n a t i o n o f t h e q u a l i f i c a t i o n s and c h a r a c teristics
o f a good a r t t e a c h e r and t h e c r i t e r i a
suggested
f o r t h e r e c r u i t m e n t and s e l e c t i o n o f s t u d e n t s and f a c u l t y members f o r a d e p a r t m e n t o f a r t e d u c a t i o n i n a t e a c h e r s c o l l e g e may i n d i c a t e a c e r t a i n d e g r e e o f i d e a l i s m . o th e r hand, i t
On t h e
i n d ic a te s a c e r t a i n r u th le s s n e s s in the
d e n i a l o f appointm ent t o im p ro p erly q u a l i f i e d f a c u l t y member c a n d i d a t e s .
s t u d e n t and
T h is a t t i t u d e toward q u a l i f i
c a t i o n and a p p o i n t m e n t , and t o w a r d c o n t i n u e d Im provem ent o f ..th e c r i t e r i a f o r q u a l i f i c a t i o n and a p p o i n t m e n t . wi 11
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
be a p p l i e d f u r t h e r t o o t h e r a s p e c t s o f a r t e d u c a t i o n a l a d m i n i s t r a t i o n i n Chapter V II . I f -we c a n s e n s e t h e r e a l i m p o r t a n c e o f p r o p e r l y e d u c a t i n g o u r c h i l d r e n , t h e n p e r h a p s we c a n u n d e r s t a n d t h e n e c e s s i t y f o r h i g h s t a n d a r d s o f a d m i s s i o n t o s t u d e n t and f a c u lty p o s itio n s in th e a r t e d u catio n departm ents of teachers co lleg es.
These h i g h s t a n d a r d s a r e n e c e s s a r y ,
sin c e th e s e people w i l l t e a c h , or w i l l s tr o n g ly in f lu e n c e t h e t e a c h i n g of, h u n d red s o f th o u sa n d s o f our c h i l d r e n .
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
CHAPTER VI THE ADMINISTRATIOH AND DEVELOPMENT OF AH ART EDUCATIONAL CURRICULUM INTRODUCTION TQ THE CHAPTER The a d m i n i s t r a t o r i n a n a r t e d u c a t i o n d e p a r t m e n t o f a^ te a c h e r s c o lle g e sh o u ld , as i n d ic a t e d i n C hapter I I I , ex p e c t h i s r o l e t o become c o n s i d e r a b l y more c r e a t i v e tu r e th a n i t has been In the p a s t .
in na
Due t o t h e l i m i t a t i o n s
o f t i m e and human e n e r g y , c e r t a i n d e l e t i o n s and d e l e g a t i o n s o f a d m i n i s t r a t i v e r e s p o n s i b i l i t y h a v e b e e n s u g g e ste d .; T h es e s h o u l d h e l p t o make way f o r more l o n g r a n g e p l a n n i n g ; and o v e r - v i e w m an a g em en t, b o t h o f w h i c h a r e e s s e n t i a l t o t h e c o n t i n u e d im p rov em ent o f a d m i n i s t r a t i v e a b i l i t y .
Of
i m m e d i a t e and c o n t i n u o u s c o n c e r n t o t h e a d m i n i s t r a t o r and o t h e r d e p a r t m e n t p e r s o n n e l s h o u l d be t h e d e v e l o p m e n t , im p l e m e n t a t i o n , m a i n t e n a n c e , and im pro ve m e n t o f a n a r t e d u c a t io n a l curriculura. I t w i l l be n o t e d t h a t many o f t h e f o l l o w i n g p r o p o s a l s f o r t h e a d m i n i s t r a t i o n and d e v e l o p m e n t o f a n a r t e d u c a t i o n a l c u r r i c u l u m a r e e x p e r i m e n t a l , and n o t y e t a d o p te d by more t h a n a few i n s t i t u t i o n s ,
p e r h a p s i t would be w i s e ’
i f more a s p e c t s o f a n a r t e d u c a t i o n a l c u r r i c u l u m were e x perim ental in n a tu r e .
T h i s would n o t o n l y e n c o u r a g e t h e
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
inclusion
o f new c o u r s e s
m i g h t encouj:
and
departm ental
activ ities,
but
th e abandonment
ed u c a t ion p h ilo so p h y of the
n l n i s t r a t i on and d e v &l o o m s n t
3fJ C-co j.-'.'i. CU V Z ‘ I C U 1 S. 1° C ilciin ^ i
e a s e d upon s c i e r m x i s suudv a r e a e u t and i m p r o v e m e n t o f a r t
■iod I f i c a t i o n s
e n t l a l to the develo
educational c u rric u la
DUCATIDMAL CURRICULA SHOULD BE IMTER-RELATED ARD ADAPTABLE TO CHAHLE P re se n t-d a y c u r r i c u l a in the a r t m ents o f t e a c h e r s often
co lleg es o fte n
education d e p a rt
l a c k d i r e c t i o n , an d a r e
l o s s e l y - k n i t , h e t e r o g e n e o u s , and s t a t i c .
The a d m i n
istrato rs
an d s t a f f members o f some d e p a r t m e n t s h a v e b e e n
relu ctan t
t o c h a n g e c u r r i c u l a an d t o a d a p t t h e m t o m o d e r n
e d u c a tio n in a changing d em o cratic
so cie ty .
number o f r e a s o n s f o r t h i s r e l u c t a n c e popular reasons are m in istra tio n .”
’’s t a t e
A ctually,
There a r e a
to change.
The m ost
c o n t r o l ” and ’’t r a d i t i o n a l a d t h e r e l u c t a n c e may o f t e n be f o u n d
w ith in an i n d i v i d u a l c o lle g e t e a c h e r o r d e p a rtm e n ta l a d m i n i s t r a t o r who l a c k s t h e i n i t i a t i v e , argue
e n e r g y , o r tim e t o
(openly) f o r n e c e s s a ry c u r r i c u l a r changes.
Many o f
R e p r o d u c e d with p e r m i s s io n of t h e co p y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
u s a r e f a m i l i a r w i t h t h e t e a c h e r o r a d m i n i s t r a t o r who h a s e n d l e s s s u g g e s t i o n s f o r t h e im p r o v e m e n t o f h i s s p e c i f i c s i t u a t i o n , who, when c o n f r o n t e d by h i s e m p l o y e r o r g o v e r n i n g b o a r d , h a s no c h a n g e s t o s u g g e s t . for s ta tic ,
out-of-date
W h erever t h e blame
c u r r i c u l a may r e s t , many r o a d
blocks to a r t e d u c a tio n a l p ro g ress s t i l l e x i s t . Art e d u c a t i o n a l c u r r i c u l a i n t e a c h e r s c o l l e g e s , should be s u b j e c t e d t o c o n s t a n t s c i e n t i f i c
s t u d y and r e v i s i o n .
C o u r s e s need t o be u n i f i e d and r e l a t e d .
Y et t h e y s h o u l d
n o t be so c l o s e l y i n t e g r a t e d t h a t t h e y c a n n o t be e a s i l y e n l a r g e d , c o n d e n s e d , o r e l i m i n a t e d , d e p e n d i n g u p on t h e a r t ; e d u c a t i o n a l n e e S s o f t h e p u p i l s whom t h e s t u d e n t s w i l l e v e n t u a l l y t e a c h and t h e c o m m u n i t i e s i n w h i c h t h e y w i l l liv e . I a n
d
a r t
t h i n k i n g
c e r t a i n 1 . a
t h e
e d u c a t i o n a l
c o n s i d e r a t i o n s
i n
o f
h a r m o n y
t e a c h e r s
2.
c u r r i c u l u m
w h i c h a n d
s e c o n d a r y
a d m i n i s t r a t i o n
s h o u l d
t h e r e b e
m a d e .
m e a n i n g f u l e d u c a t i o n
a r e
a n d
a n d
s e v e r a l T h e r e
r e l a t i o n s h i p a n
a r t
d e v e l o p m e n t
o f
i m m e d i a t e
s h o u l d
b e
a
b e t w e e n :
e d u c a t i o n
p r o g r a m
c o l l e g e
th e v a r i o u s c o u r s e s which com prise th e a r t e d u c a
t i o n a l curriculum 3.
t h e u n d e r g r a d u a t e c o u r s e s and t h e c o - c u r r i c u l a r
activ ities
o f a d e p a r t m e n t and c o l l e g e
R e p r o d u c e d with p e r m i s s io n of t h e cop y rig h t o w n e r. F u r th e r r e p ro d u c tio n prohibited w ith o u t p e rm is s io n .
173
4.
t h e u n d e r g r a d u a t e c u r r i c u l u m and t h e g r a d u a t e
curriculum 5.
t h e t o t a l a r t e d u c a t i o n a l p r o g r a m and v a r i o u s
community e d u c a t i o n a l p r o g r a m s . C o n s i d e r i n g t h e above m e n t i o n e d c a t e g o r i e s a s a u n i t , : there
s h o u l d be c e r t a i n d e f i n i t e
r e l a t i o n s h i p s betw een a r t
e d u c a t i o n a l programs i n secondary s c h o o l s , t e a c h e r s c o l l e g e s , and community e d u c a t i o n c e n t e r s .
Id eally , th is
r e l a t i o n s h i p would e x t e n d i n t o t h e e l e m e n t a r y s c h o o l s . The c o u r s e s and a c t i v i t i e s i n t h e s e v a r i o u s i n s t i t u t i o n s s h o u l d be s u c h t h a t a s t u d e n t p a s s i n g f r o m one t o t h e o t h e r s h o u l d meet new, c h a l l e n g i n g s i t u a t i o n s b a s e d on o r r e la te d to h is previous e d u c a tio n a l e x p e rie n c e s. d itio n , these various i n s t i t u t i o n s
In ad
should have c e r t a i n
common u n d e r s t a n d i n g s and e d u c a t i o n a l a im s w h i c h s e r v e a s a fo u n d a tio n f o r t h e i r e n t i r e program.
F o r e x a m p l e , ”f h e :
aim o f a r t e d u c a t i o n i n t h e se co n d a ry s c h o o l i s t o f u r t h e r t h e g r o w t h o f i n d i v i d u a l s i n r i c h e n j o y m e n t and e f f e c t i v e n e s s and t o e n c o u r a g e th e m t o c r e a t e a s o c i e t y w h e re s u c h l i v i n g i s p o s s i b l e f o r a l l . ”1
T his sta te m e n t
i s i n k e e p i n g w i t h much o f t h e new e d u c a t i o n a l p h i l o s o p h y . 1
V i c t o r D ’Amico and o t h e r s , The V i s u a l A r t s i n G e n e r a l E d u c a tio n , pp. 17-18.
R e p r o d u c e d with p e r m i s s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
w h i c h i s b e i n g d e v e l o p e d by p e o p l e i n t h e e l e m e n t a r y and secondary school f i e l d s , but i t
i s q u ite a t v ariance w ith
t h e a p p a r e n t a im ( a s j ud ged by c u r r e n t p r a c t i c e ) o f a r t e d u c a t o r s i n some t e a c h e r s c o l l e g e s .
To t h o s e a d m i n i s
t r a t o r s and t e a c h e r s who a r e f a m i l i a r w i t h t h e c u r r i c u l a and g e n e r a l p r a c t i c e
of a r t e d u c a tio n departm ents in
t e a c h e r s c o l l e g e s th e f o l lo w in g q u o t a t i o n should a c t a s a stim ulus: T h e r e f o r e s i n c e we a r e f r a n k l y i n s t i t u t i o n s f o r t e a c h e r t r a i n i n g , why n o t be h o n e s t and a d m it i t ? Why n o t . . . s e t up p r o g r a m s w h ic h w i l l n o t be c o n c e r n e d w i t h t h e mass p r o d u c t i o n of f r u s t r a t e d p r o f e s s i o n a l s , but i n producing w e l l p r e p a r e d p o t e n t i a l c i t i z e n s who w i l l be a b le t o r e p r e s e n t t h e a r t s i n a c o u n tr y which i s b e c o m in g i n c r e a s i n g l y c o n s c i o u s o f i t s c u l t u r a l h e r i t a g e ?2 CONSUMER EDUCATION VS. PROFESSIONAL ART TRAINING S t a t i s t i c s a re not a v a i la b l e to determ ine th e p e r centage of g ra d u a te s of a r t e d u c a tio n d ep artm en ts in t e a c h e r s c o l l e g e s who become p r o f e s s i o n a l a r t i s t s . v iew o f t h e tist
low e co no m ic s t a t u s o f t h e p r o f e s s i o n a l a r
i n t h e U n i t e d S t a t e s , v e r y few g r a d u a t e s o f t e a c h e r s
college
a r t e d u c a t i o n d e p a r t m e n t s become f u l l - t i m e
p rofessional p a in te rs , 2
In
s c u l p to r s , or d e s ig n e r s .
Y et,
W i l l i a m F l e m i n g , ’’W anted : A New P r o g r a m f o r t h e P r e p a r a t i o n o f C o l l e g e T e a c h e r s i n A r t and M u s i c , ” J o u r n a l I; o f G e n e r a l E d u c a t i o n , V o l . I l l ( J a n u a r y , 1 9 ^ - 9 ) , P* 10b.
R e p r o d u c e d with p e r m i s s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
t h r o u g h d i s c u s s i o n w i t h s t a f f m ember s an d a d m i n i s t r a t o r s o f a r t e d u c a t i o n d e p a r t m e n t s c o n c e r n i n g t h e d r a w i n g an d painting a b ility
of th e ir
stu d en ts,
one c a n s e n s e t h a t
t h e y a r e more c o n c e r n e d w i t h t h e d e v e l o p m e n t o f w o u l d - b e p ro fessio n al a r t i s t s
th a n w ith th e p re p a ra tio n of a r t
te a c h e rs fo r the p u b lic The r e a d e r who i s may v e r i f y tice
it
sch o o ls. s k e p t i c a l ab o u t th e above s ta te m e n t
by i n v e s t i g a t i n g a c t u a l a r t e d u c a t i o n a l p r a c
in th e secondary s c h o o ls .
Many s e c o n d a r y s c h o o l a r t
t e a c h e r s a r e m or e c o n c e r n e d w i t h t h e p r e p a r a t i o n o f s k i l led a r t i s t s sum ers.
th a n w ith th e developm ent o f i n t e l l i g e n t
The t y p e o f a r t
tau g h t in the
con
secondary s c h o o ls ,
a s w e l l a s i n t h e e l e m e n t a r y s c h o o l s , r e f l e c t s much o f t h e p r e p a r a t i o n w hich a r t t e a c h e r s have r e c e iv e d Even th o u g h no c o n c r e t e
in college.
sugg estio ns fo r the d es
c r i p t i o n o f c o u r s e s o r t h e number o f c r e d i t s
e a c h should
r e c e i v e c a n be made f o r t h e a r t e d u c a t i o n a l a d m i n i s t r a t o r (d ue t o t h e d i f f e r i n g n e e d s o f c o m m u n i t i e s and s t a t e s throughout th e c o u n try ),
c e r ta in philosophic
suggestions
c a n be f o r m u l a t e d w h i c h r e l a t e , t o a r t e d u c a t i o n p r o g r a m s in teachers c o lle g e s. Some o f t h e s e p h i l o s o p h i c s u g g e s t i o n s a r e j
1,
In stru cto rs
in a rt
e d u c a t i o n departm ent* s h o u ld be
p r i m a r i l y co n cern ed w ith th e p r e p a r a t i o n of a r t teacheB S
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
r a t h e r t h a n -with t h e d e v e l o p m e n t o f p r o f e s s i o n a l a r t i s t s . 2.
The c o n t e n t o f a r t c o u r s e s I n t e a c h e r s c o l l e g e s
s h o u l d i n c l u d e means by w h ic h a t t i t u d e s and t e c h n i q u e s a r e d e v e l o p e d by p u p i l s i n e l e m e n t a r y and s e c o n d a r y school a r t c la s s e s . 3.
The c o n t e n t o f a c u r r i c u l u m i n a n a r t e d u c a t i o n
d e p a r t m e n t s h o u l d be l a r g e l y d e t e r m i n e d by t h e n e e d s o f t h e s c h o o l s and c o m m u n i t i e s i n w h i c h a m a j o r i t y o f i t s graduates w ill ev en tu ally te a c h .
F o r e x a m p l e , i n many
h i g h s c h o o l s t h r o u g h o u t t h e c o u n t r y t h e r e i s a n e ed f o r a b e tt e r understanding of present-day a r t
(in clu d in g p a in t
ing, sc u lp tu re , in d u s tria l design, e t c . ) .
The a t t i t u d e s
o f some h i g h s c h o o l g r a d u a t e s t o w a r d t h i s e s s e n t i a l a s p e c t of our c u lt u r e i s shocking t o the s e n s i t i v e a r t ed u cator.
I t i n d i c a t e s a n e ed f o r a c o u r s e i n t e a c h e r s
c o l l e g e s i n th e a p p r e c i a t i o n o f a l l p h a ses o f contem por a r y a r t - - a c o u r s e w h i c h w i l l show f u t u r e a r t t e a c h e r s how t h e y may c o n v i n c i n g l y j u s t i f y and e x p l a i n t h e a r t o f t o d a y t o a u d i e n c e s o f h i g h s c h o o l p u p i l s and a d u l t s .
The
em phasis i n c o ll e g e c o u rs e s of t h i s type h a s , i n th e p a s t at
l e a s t , been p la c e d upon th e developm ent o f s t u d e n t s 1
a p p r e c i a t i o n w i t h o u t h a v i n g g i v e n any s u g g e s t i o n s t o t h e m a s t o how t h e i r a p p r e c i a t i o n m i g h t be c o n v i n c i n g l y p a s s e d on t o o t h e r s .
R e p r o d u c e d with p e r m i s s io n of t h e co p y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
177
BASING THE COLLEGE CURRICULUM ON PUBLIC SCHOOL HEEDS Pew p e o p l e I n a n a r t e d u c a t i o n d e p a r t m e n t h a v e a b e t t e r o p p o r t u n i t y t h a n t h e a d m i n i s t r a t o r t o s u r v e y and s t u d y t h e n e e d s o f p u b l i c s c h o o l c h i l d r e n i n t h e commun ity , d istric t, located.
o r s t a t e In which th e t e a c h e r s c o l l e g e i s
The few p e o p l e who m i g h t h ave a b e t t e r o p p o r t u n
i t y to determ ine c h i l d r e n ' s needs a re th e s u p e r v is o r s of s t u d e n t t e a c h i n g and p u b l i c s c h o o l t e a c h e r s t h e m s e l v e s . S u p e r v i s o r s and a d m i n i s t r a t o r s o f a r t e d u c a t i o n d e p a r t m e n t s s h o u l d make f r e q u e n t v i s i t s schools.
to a l l types of p u b lic
O t h e r s t a f f m em bers, and s t u d e n t s , s h o u l d be.
encouraged t o observe p u b lic sc h o o l a r t c l a s s e s .
As a
r e s u l t o f t h e s e v i s i t s t h e y w i l l h ave a n u n u s u a l l y good o p p o r t u n i t y t o s e n s e and o b s e r v e g e n e r a l t r e n d s i n p u b l i c s c h o o l e d u c a t i o n , new t e a c h i n g p r o c e d u r e s , and p r o b a b l y most i m p o r t a n t , c u r r e n t and f u t u r e n e e d s o f c h i l d r e n o f a l l ages.
T h i s i n f o r m a t i o n s h o u l d be u s e d t o e v a l u a t e
the p e rtin en c e of the a r t ed u catio n curriculum to general ed u catio n al needs.
Too o f t e n t h e c o n t e n t o f a c u r r i c u
lum i s d e t e r m i n e d by t r a d i t i o n a l p r a c t i c e and s u p p o s l t i o n , r a t h e r t h a n by f i r s t - h a n d
observation.
One t e c h n i q u e w h i c h m i g h t be u s e d
(one w h i c h h a s a l
r e a d y b e e n u s e d i n a few i n s t a n c e s ) f o r g e a r i n g t h e a r t e d u catio n cu rriculum to th e needs of p u b lic school c h i l
R e p r o d u c e d with p e r m i s s io n of t h e co p y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
d r e n i s t h e u s e o f p u b l i c s c h o o l t e a c h e r s and a d m i n i s t r a - ; t o r s as d e p a r tm e n ta l c o n su lta n ts .. A s e l e c t e d group of p u b l i c s c h o o l a r t t e a c h e r s , c l a s s r o o m t e a c h e r s , and p r i n c i p a l s m i g h t .be s e c u r e d a s c o n s u l t a n t s
(w ith a g iven
a m o u n t , sa y $ 1 0 0 . p e r y e a r , p a i d t o e a c h o f t h e m f o r t h i s s e r v i c e ) who c o u l d be c a l l e d i n a s a g r o u p o r i n d i v i d u a l l y to o f f e r su g g estio n s concerning th e r e v i s io n , e x te n sio n , or d e le tio n of c e r t a i n a sp e c ts of the a r t e d u c a tio n a l program.
T his t e c h n iq u e n o t only i n s u r e s a c l o s e r r e l a
t i o n s h i p b e t w e e n a c o l l e g e a r t e d u c a t i o n p r o g r a m and t h e n e e d s o f p u b l i c s c h o o l c h i l d r e n and t e a c h e r s , b u t i t a l s o h e l p s t o e s t a b l i s h b e t t e r r a p p o r t b e t w e e n c o l l e g e and p u b lic
school p e rs o n n e l.
QUALIFIED PERSONNEL NEEDED TO ADMINISTER AMD DEVELOP AN
:
ART EDUCATION CURRICULUM The s e l e c t i o n o f f a c u l t y members who w i l l a i d i n t h e a d m i n i s t r a t i o n and d e v e l o p m e n t o f a n a r t e d u c a t i o n c u r r i c u l u m a s w e l l a s t h e s e l e c t i o n o f s t u d e n t s who a r e t o become c a n d i d a t e s f o r a r t t e a c h i n g p o s i t i o n s a r e two o f t h e most f u n d a m e n t a l c o n c e r n s o f a d e p a r t m e n t a d m i n i s t r a - : to r.
S t u d e n t and f a c u l t y p e r s o n n e l , t o g e t h e r w i t h t h e
a d m i n i s t r a t o r , should c o o p e r a te i n . t h e d ev elo p m e n t, m ain- : t e n a n c e , and c o n s t a n t im p ro v e m e n t o f a c u r r i c u l u m i n a r t
R e p r o d u c e d with p e r m i s s io n of t h e co p y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
education.
The t y p e s o f f a c u l t y members and s t u d e n t s
n e e d e d t o p e r f o r m t h i s i m p o r t a n t f u n c t i o n ha ve b e e n s u g g e s t e d i n C h a p t e r V.
The t y p e o f a d m i n i s t r a t o r n e e d e d t o
i n i t i a t e , m a i n t a i n , and i m p ro v e a c u r r i c u l u m h a s b e e n suggested i n C hapter I I I .
Assu m in g t h a t i t may be p o s
s i b l e t o s e l e c t s t u d e n t s and f a c u l t y members who p o s s e s s t h e q u a l i f i c a t i o n s s u g g e s t e d i n C h a p t e r V, and a s s u m i n g t h e a d m i n i s t r a t o r who s h a r e s i n t h e © e l e c t i o n o f t h e s e p e r s o n n e l i s one who i s w e l l q u a l i f i e d and e a g e r t o im prove the q u a l i t y o f a r t e d u c a ti o n i n t h e t e a c h e r s c o ll e g e a s w e l l a s i n t h e p u b l i c s c h o o l s , we may p r o c e e d t o f u r t h e r c o n s i d e r a t i o n s o f t h e a d m i n i s t r a t i o n and d e v e l o p m e n t o f an a r t e d u c a tio n c u rric u lu m . VARIATIONS IH ART EDUCATIONAL CURRICULA There a r e c o n s i d e r a b le v a r i a t i o n s i n th e c u r r i c u l a r requirem ents of a r t ed u catio n departm ents in te a c h e rs co lleg es.
F o r exam ple;
W h ile c o m p l e t e o r e v e n c l o s e a g r e e m e n t i s n o t d e s i r a b l e , t h e g r e a t v a r i a t i o n i n t h e amount o f work r e q u i r e d and i n t h e t y p e s o f c o u r s e s t h e m s e l v e s i n d i c a t e s t h a t very d i f f e r e n t l y equipped t e a c h e r s a r e b e i n g p r o d u c e d t o f i l l t h e same k i n d s o f p o sitio n s. 3 5
W a l t e r H a g e r & Edwin Z i e g f e l d , ^ C ou rse R e q u i r e m e n t s f o r . Teachers of A rt in F i f t y I n s t i t u t i o n s , ” F o r t i e t h Y ear book o f th e R a t i o n a l S o c ie ty f o r t h e Study o f E d u catio n , p . "7^3, (See A p p e n d ix B ) .
R e p r o d u c e d with p e r m i s s io n of t h e c o p y rig h t o w n e r . F u r th e r re p ro d u c tio n p rohib ited w ith o u t p e r m is s io n .
The r e a d e r m ig h t t a k e e x c e p t i o n t o t h e word " e q u i p p e d " and t h e p h r a s e " t o f i l l
t h e same k i n d s o f p o s i t i o n s 11
s i n c e t h e y i m p l y , r e s p e c t i v e l y , t h e outmoded ’’s t o r e o f k n ow ledg e" i d e a and a s i m i l a r i t y o f t e a c h i n g p o s i t i o n s w h i c h do n o t e x i s t .
Aside from t h i s a p p a r e n t d is c r e p a n c y
i n th e philosophy of th e a u th o r s , th e statem en t has p o ig n a n t m ea n in g f o r u s .
A mere c u r s o r y g l a n c e a t a few o f
t h e f i g u r e s a s s e m b l e d by t h e s e a u t h o r s i n t h e i r s t u d y o f course req u ire m e n ts f o r te a c h e r s of a r t
(See A p p e n d i x B ) ,
should a l e r t th e a d m i n i s t r a t o r i n an a r t e d u c a tio n de partm ent t o a com parison o f l o c a l cou rse re q u ir e m e n ts w ith those
r e p o r t e d by f i f t y
a rt teachers. tee n required
i n s t i t u t i o n s which p re p a re
For I n s t a n c e , a range o f from t h r e e t o s i x s e m e s t e r h o u r s o f s t u d e n t t e a c h i n g and ob
s e r v a t i o n * ^ i s i n d i c a t i v e o f t h e m e a n in g o f t h e a u t h o r s ’ statem ent concerning "g re a t v a r i a t i o n . "
A lso o f i n t e r e s t
t o th e a d m i n i s t r a t o r i n an a r t e d u c a ti o n departm ent i s th e r a n g e o f f r o m one t o t w e l v e r e q u i r e d
sem ester hours of
m etho d s i n a r t t e a c h i n g . I t has been s t a te d e a r l i e r t h a t i t
i s not our purpose
t o s e t f o r t h a "m odel” a r t e d u c a t i o n c u r r i c u lu m , b u t to
5
Idem.
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
101
d e a l with ^ e u e r c l j p h i l o c o e h i c aspects of the a d m i n i s t r a t i o n airl development of the c u r r i c u lum.
l i t g l a n c i n ^ at
t h e above ranges i n c o u r s e requirements fbr what some aelmi nis'orators way feel are perhaps the most important a s pects of the entire made aware
teacher preparation p r o g r a m we are
of s. considerable variation in the philosophies:
of ad m i n i st r a t or o and staff members i n the fifty i n s t i t u tions which have been studied.
r e p o r t i n g the
Either the institutions
lowest required number of semester h o u r s
for methods courses and student teaching may have i n c o r
p o r a t e d t h e contents of these courses into some of the o t h e r a r t education courses (i.e. c o u r s e s in which s t u d e n t s are shown how t o t e a c h t h e p a r t i c u l a r s u b j e c t m a t t e r of the c o u r s e
t o c h i l d r e n of v a r i o u s age groups) w h i c h is
a rather i d e a l i s t i c s u p p o s i t i o n ; o r they may n o t h av e f e l t methods c o u r s e s and
s t u d e n t t e a c h i n g to be a s i m p o r t a n t to
the p r e p a r a t i o n of a r t or academic courses.
t e a c h e r s as technical, e d u c a t i o n , On the other extreme, t h e institu
tions which reported t h e highest required number of se mester hours for methods courses and student teaching may have felt these courses to be of s u c h importance t h a t deserved more extensive
they:
study.
More important than setting up specific course re quirements, however,
should be the setting up of plans
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
:
thereby advanced or retarded
students might follow inten
sive or extended courses of study according to their in dividual
(or small group) needs, abilities, and interests.
To present a system of status testing is not our purpose here, but it is obvious that until students with advanced standing (as a result of maturity, previous courses in high school,
summer counseling experience,
superior in
telligence, etc.) are given the opportunity to progress according to their interest and ability, we will not have fulfilled one of the most pressing needs in college riculum planning.
cur
Status testing, together with the set
ting up of basic course requirements for ’’average" stu dents,
should be planned
locally in light of existing con
ditions. It is interesting to not© that in some surveys and descriptions of art educational curricula there are found limited categories which purport to describe the total curriculum.
The two following groups are indicative
this rather limited type of curriculum description; A .
T h e
u n d e r g r a d u a t e
a r t
e d u c a t i o n
c u r r i c u l u m
1.
drawing, painting, and design courses
2.
craft courses
J.
cultural development courses
R e p r o d u c e d with p e r m i s s io n of t h e cop y rig h t o w n e r. F u r th e r r e p ro d u c tio n prohibited w ith o u t p e rm is s io n .
of
lC3
4. B.
p r o f e s s i o n a l e d u c a tio n courses^1
The u n d e r g r a d u a t e a r t
ed u catio n curriculum
1.
coursesin a r t
2.
coursesin a r t
3.
coursesin eduation other
4.
g e n e r a l an d a c a d e m i c wortf^
education than a r t educatio n
Two c a t e g o r i e s w h i c h a r e a b s e n t f r o m b o t h o f t h e above m entioned
lists
are:
1.
o r i e n t a t i o n and g u i d a n c e c o u r s e s and a c t i v i t i e s
2.
co -cu rrlcu lar a c tiv itie s
B oth of t h e s e c a t e g o r i e s a re
related
to the g e n e ra l
a r t e d u c a t i o n c u r r i c u l u m , and a r e p o t e n t i a l l y a s i m p o r t a n t as te c h n ic a l co u rses, p ro fe ssio n a l education co u rses, t u r a l developm ent c o u r s e s , e t c . tio n ,
I n many c a s e s ,
o rien ta
g u i d a n c e , an d c e r t a i n c o - c u r r i c u l a r a c t i v i t i e s
a s much v a l u e t o s t u d e n t s a s do a c a d e m i c c o u r s e s . case of c e r t a i n o r ie n ta ti o n , activ ities,
offer
In the
g u i d a n c e , and c o - c u r r i c u l a r
t h e c o n t e n t an d v a l u e are s u c h t h a t
co n sid ered as a b a s is f o r the
cu l
stru ctu re
it
m i g h t be
o f an e n t i r e
cur-
6
New York S t a t e C o l l e g e f o r T e a c h e r s B u l l e t i n , C a t a l o g Tss'ue," i ,$ 4giT 9507'W ffaT 6T ¥ev”Yor,ic, 1V ol. XVI, pp. 68-69.
7
W a l t e r H a g e r an d E d w in Z i e g f e l d , 739.
op. c i t . , pp. 736-
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
riculum . S i n c e t h e s e two a s p e c t s o f t h e a r t e d u c a t i o n c u r r ic u lu m a r e seldom c o n s id e r e d a s a p a r t o f i t ,
and s i n c e
we f e e l t h e y d e s e r v e much f u r t h e r s t u d y and c o n s i d e r a t i o n i n o rd er t o b e t t e r determ ine t h e i r v a s t e d u c a tiv e v a lu e s , c e r t a i n o r i e n t a t i o n and g u i d a n c e c o u r s e s and a c t i v i t i e s and c o - c u r r i c u l a r a c t i v i t i e s a r e d e s c r i b e d b e l o w . Ho a t t e m p t h a s b e e n made t o p r e s e n t a f u r t h e r d e s c r i p t i o n o f a r t , a r t e d u c a t i o n , e d u c a t i o n , and a c a d e m i c c o u r s e s w h i c h make up t h e r e m a i n d e r o f a n a r t e d u c a t i o n cu rriculum .
S in ce th e y should v a ry from s e m e s te r t o
s e m e s t e r i n s e q u e n c e and c o n t e n t , d e p e n d e n t u p o n c h i l d r e n s ' n e e d s , and s i n c e t h e y c a n h a r l y p u r p o r t t o d e s c r i b e a course (u n le s s i t
i s s t e r o t y p e d ), s p e c i f i c course d e s
c r i p t i o n s may, i f d e s i r e d , be s o u g h t e l s e w h e r e . ORIEMTATIQH AMD GUIDAKCE COURSES AMD ACTIVITIES Adequate o r i e n t a t i o n i s e s s e n t i a l t o a program o f a r t teacher p rep aratio n .
As i n d i c a t e d i n C h a p t e r V t h e r e a r e
c e r t a i n q u a l i f i c a t i o n s which should govern th e s e l e c t i o n o f s t u d e n t s who a r e t o become a r t t e a c h e r s . i t e d number o f p e o p l e a r e q u a l i f i e d
Only a l i m
for th is f ie ld .
In
view o f t h i s f a c t , t h e d e p a r t m e n t a d m i n i s t r a t o r and t h e a d m i n i s t r a t i v e committee must g i v e s p e c i a l a t t e n t i o n t o
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
t h e r e c r u i t m e n t , s e l e c t i o n , and o r i e n t a t i o n o f a r t e d u c a tio n stu d en ts. A fter q u a lifie d
s t u d e n ts have been a d m itte d t o th e
c o l l e g e t h e y s h o u l d be met w i t h a s m o o t h l y - f u n c t i o n i n g o r i e n t a t i o n p r o g r a m w h i c h w i l l I n t r o d u c e th em t o t h e c o l l e g e and d e p a r t m e n t o f w h i c h t h e y a r e a p a r t , a s wail a s t o t h e p r o f e s s i o n o f a r t t e a c h i n g w h i c h many o f them w i l l e n te r. F i r s t y e a r o r t r a n s f e r s t u d e n t s s h o u l d be g i v e n t h e u n d e rsta n d in g during the f i r s t
sem ester o f t h e i r co lleg e
e d u c a t i o n t h a t o n l y t h o s e who show c o n t i n u e d g r o w t h and q u a l i f i c a t i o n f o r t h e p r o f e s s i o n o f a r t t e a c h i n g w i l l be advised to continue t h e i r a r t e d u c a tio n .
S t u d e n t s who a r e
not w ell su ite d f o r the p ro fe s sio n o f a r t te a ch in g are g e n e r a l l y a w are o f t h i s f a c t by t h e end o f t h e i r f i r s t
or
se c o n d y e a r i n c o l l e g e , p r o v i d e d t h e c u r r i c u l u m i n c l u d e s a t h o r o u g h o r i e n t a t i o n c o u r s e , nu m ero u s c o n t a c t s w i t h a c t u a l t e a c h i n g s i t u a t i o n s , and a s a m p l i n g o f c o u r s e s and c o - c u r r i c u l a r a c t i v i t i e s which a r e e x p e c te d o r r e q u i r e d o f s t u d e n ts of a r t e d u c a tio n .
Although i t
i s p o s s i b l e and o f t e n
t r u e t h a t s t u d e n t s who do n o t show p r o m i s e o f b e c o m in g s u c c e s s f u l c a n d i d a t e s f o r a r t t e a c h i n g p o s i t i o n s w i l l be somewhat d i s s a p p o i n t e d o v e r t h e s u g g e s t i o n t h a t t h e y s t u d y the p o s s i b i l i t i e s of e n te rin g another p ro fe s sio n a l or trad e
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
fie ld ,
it
is
obvious t h a t t h i s
s u g g e s t i o n m u st b e made f o r
th e w elfare of the in d iv id u a l s tu d e n t.
It
is
one o f t h e
r e s p o n s i b i l i t i e s o f th e departm ent a d m in is tr a to r to see t h a t t h i s a s p e c t o f an e d u c a t i o n a l program f u n c t io n s e f fectiv ely .
The r e s p o n s i b i l i t y f o r t h e d e c i s i o n t o c h a n g e
a course o f study or t o j o i n t l y by t h e
leave c o lle g e
sh o u ld be r e a c h e d
stu dent, h is facu lty a d v ise r,
the d e p a r t
men t a d m i n i s t r a t o r , an d i n some c a s e s h i s p a r e n t s and frien d s.
In a l l cases i t
is
e s s e n tia l th a t a co n stru ctiv e
v i e w p o i n t be f o s t e r e d , w i t h f u t u r e p l a n n i n g f o r t h e d e n t b e i n g given p r i o r i t y the
over o th e r m a tte rs .
stu
F ollow ing
im provem ent o f a r e c r u i t m e n t and s e l e c t i o n p r o g ra m ,
an d t h e d e v e l o p m e n t o f a n a d e q u a t e o r i e n t a t i o n p r o g r a m , there
sh o u ld be l e s s need f o r w e e d in g o u t p o o r l y q u a l i f i e d
stu d en ts, least
s i n c e most o f t h o s e a d m i t t e d
the p o t e n t i a l i t y
q u alifica tio n s
should p o s s e s s a t
of developing d e s ira b le
a r t teacher
in t h e ir four years of p rep aratio n .
So f a r we h a v e d i s c u s s e d w h a t m i g h t b e c o n s i d e r e d a negative aspect of o r ie n ta tio n .
A c tu a lly , the
"elim ina
t i o n ” a s p e c t i s p r e d o m i n a n t l y p o s i t i v e , and i s a p r e s s i n g problem i n th e f i e l d qu alified
of a r t teach er education.
P oorly
g r a d u a t e s who l a c k e n t h u s i a s m f o r a r t t e a c h i n g
a re a hazard
t o t h e i r own e m o t i o n a l s t a b i l i t y
t o t h e many p u p i l s t h e y w i l l i n f l u e n c e .
as w e ll as
As i n d i c a t e d
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
in
C hapter I I I th e r e
i s an a c u te need f o r a r t t e a c h e r s ; b u t
t h e n e e d h a s n e v e r b e e n and n e v e r " w ill b e so a c u t e t h a t i t w i l l demand t h e
s e rv ic e s of m a la d ju ste d , p o orly q u a lif ie d
teachers of a r t . attitu d e
It
is
somewhat e n c o u r a g i n g t o n o t e t h e
w h i c h more and more s c h o o l a d m i n i s t r a t o r s a r e
developing w ith regard to th e h i r i n g of a r t te a c h e r s . it
If
i s im p o s s ib le f o r them t o s e c u r e a p r o p e r l y q u a l i f i e d
t e a c h e r who i s
e n t h u s i a s t i c about elem entary or secondary
a r t t e a c h i n g , t h e y may l e a v e a p o s i t i o n u n f i l l e d properly q u a lifie d
p e r s o n can be s e c u r e d .
Wo a r t
u n til a educa
t i o n is b e t t e r th a n poor a r t e d u c a tio n . Wow t h a t we h a v e c o n s i d e r e d aspects
of o rie n ta tio n ,
p leasu rab le
some o f t h e q u a l i f y i n g
l e t u s p r o c e e d t o d e v e l o p t h e more
( b u t n o t n e c e s s a r i l y more i m p o r t a n t ) a s p e c t s
o f o r i e n t a t i o n c o u r s e s and a c t i v i t i e s w h ic h s h o u ld be o f fered
to a r t e d u catio n s tu d e n ts .
THE DEVELOPMENT OF ENTHUSIASM FOR ART TEACHING In te rest
o fte n develops as a r e s u l t
of stim u la tio n .
In a d d i t i o n to the p h y s ic a l environm ent o f a s c h o o l, th e r e are
stu d en t a s s o c ia tio n s ,
t h e f a s c i n a t i o n o f a c q u i r i n g new
i n f o r m a t i o n , and t h e i n s t r u c t o r s w i t h whom a r t e d u c a t i o n s t u d e n t s come i n c o n t a c t w h i c h a r e i m p o r t a n t p p r v e y o r s o f enthusiasm .
It
is
Im portant th a t i n s t r u c t o r s
of o rie n ta -
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
,188
t i o n c o u r s e s be t h o s e who c a n a r o u s e s t u d e n t s ' e n t h u s i a s m f o r the p r o f e s s io n of a r t te a c h in g .
A p assive,
lethargic
i n s t r u c t o r c a n do more t o c o n t r i b u t e t o t h e e v e n t u a l d i s i l l u s i o n m e n t o f a n a r t e d u c a t i o n s t u d e n t t h a n p e r h a p s any o f t h e o t h e r p e r s o n s -with whom t h e s t u d e n t comes i n c o n tac t.
The a d m i n i s t r a t o r s h o u l d t a k e s p e c i a l c a r e i n t h e
s e l e c t i o n o f s t a f f members who a r e t o be r e s p o n s i b l e f o r th e o r i e n t a t i o n program .
The i n s t r u c t o r who d raw s f r o m
a r i c h background o f a r t t e a c h i n g e x p e rie n c e i n v a r i o u s ty p e s of e d u c a t i o n a l i n s t i t u t i o n s , from p e r s o n a l c r e a t i v e e x p e r i e n c e i n one o r more a r t medium, and f r o m a d e ep p e rs o n a l enthusiasm f o r the p r o f e s s io n of a r t te a c h in g w i l l induce a la rg e p e rc en ta g e o f s tu d e n ts to develop a s i m i l a r e n t h u s i a s m f o r t h e p r o f e s s i o n , and w i l l e n c o u r a g e t h e m t o do t h e i r b e s t t o c o m p l e t e t h e i r p r e p a r a t i o n f o r a r t teaching. O t h e r f a c t o r s w h i c h may c o n t r i b u t e . t o t h e d e v e l o p m e n t o f s t u d e n ts ' enthusiasm f o r a r t te a c h in g are a c a r e f u l l y p l a n n e d and c o n s t a n t l y i m p rov e d a r t
e d u c a ti o n program
w h i c h w i l l p r o v i d e new l e a r n i n g e x p e r i e n c e s , and a d e q u a t e o p p o rtu n ity to develop d e s ire d p r o f e s s i o n a l s k i l l s .
S tu
d e n t s s h o u l d be a b l e , f o r e x a m p l e , t o s e e k f u r t h e r e x p e r ience in te a c h in g , p a in tin g , r e s e a r c h , s c u lp tu r e , e t c . , t h e y h a v e d e v e l o p e d a s p e c i a l i n t e r e s t i n one o f t h e s e
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
if'
activ ities.
The c u r r i c u l u m s h o u l d b e f l e x i b l e
perm it t h i s , w ith o u t,
enough t o
o f c o u r s e , dam aging th e c o n t i n u i t y
of an u n d e rg ra d u a te 's p r o fe s s io n a l p r e p a ra tio n .
The e n
th u s ia s m w hich a s tu d e n t h as dev elo p ed f o r a c t u a l p a r t i c i p a t i o n i n a r t t e a c h i n g , f o r i n s t a n c e , m ig h t be deadened if
t h e c u r r i c u l u m was so r i g i d
that
it
prevented f u r t h e r
c l a s s r o o m p a r t i c i p a t i o n e x p e r i e n c e s u n t i l a y e a r o r two la te r. THE NATURE AND EXTENT OP AN ORIENTATION PROGRAM T h e r e a r e tw o c h i e f a g e n t s o f o r i e n t a t i o n i n e v e r y teach ers college a r t f a c u l t y members.
e d u c a t i o n d e p a r t m e n t ; s t u d e n t s an d
The n a t u r e
o f th e p h y s ic a l environm ent
a n d t h e f a s c i n a t i o n o f a c q u i r i n g new I n f o r m a t i o n a r e l a r g e l y d ependent upon th e p e r s o n a l i t i e s , a b i l i t i e s , in terests
and
o f th e s e s t u d e n t s and f a c u l t y members.
By one m e t h o d o r a n o t h e r u p p e r c l a s s m e n p r o v i d e i n fo rm a tio n to e n t e r i n g freshm en w ith reg ard to th e g e n e ra l colleg e curriculum , c o -c u rric u la r a c t i v i t i e s ,
ap p raisals
o f f a c u l t y p e r s o n a l i t y and t e a c h i n g e f f i c i e n c y , an d a wide v a r i e t y
o f i n f o r m a t i o n su ch a s m ethods o f p a s s i n g
c e rta in courses.
In ter-stu d en t
o r i e n t a t i o n v a r i e s from
w e l l o r g a n i z e d , f r i e n d l y , an d s y m p a t h e t i c p r e s e n t a t i o n s t o s u r r e p t i t i o u s w a r n i n g s and t i p s
s p o k e n i n c o r r i d o r s and
R e p r o d u c e d with p e r m i s s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
dorm itories.
Even i n c o l l e g e s where i n t e r - s t u d e n t
o rien -
;
t a t i o n i s p lan n ed t o supplem ent f a c u l t y - s t u d e n t o r i e n t a o tio n t h e r e a r e l i k e l y t o be w e a k n e s se s i n t h e p ro g ram . It
is en tire ly
carefu lly
p o s s i b l e t h a t t o o much p l a n n i n g , t o o
s tru c tu re d an o rg a n iz a tio n f o r stu d en t o r ie n ta
t i o n , m ight n o t be d e s i r a b l e . paying l i t t l e
I t w o u ld se em t h a t we a r e
r e s p e c t to the a b i l i t y
stu d en ts to s i f t
of f ir s t- y e a r college
i n f o r m a t i o n , t o d e t e r m i n e t h e i r own
n e e d s , an d t o o r i e n t t h e m s e l v e s t o c o l l e g e
life.
e x p e r i e n c e h a s shown u s t h a t a n u m b e r o f p o s s i b l e in a r t education, ab ility
in th is
Yet p a s t leaders
s t u d e n t s who may h a v e had c o n s i d e r a b l e
f i e l d , h a v e d r o p p e d by t h e w a y s i d e a t t h e
end o f t h e i r f i r s t
o r second c o lle g e y e a r b ecause o f a
la c k of u n d e rs ta n d in g o f th e t o t a l program , f a i l u r e a d ju st to c e rta in courses, in s tr u c to r s , d ents,
'i
or fello w
to
stu
o r f o r some l e s s o b v i o u s r e a s o n .
On t h e o t h e r h a n d , a g a i n due t o a l a c k o f p r o p e r o rie n ta tio n ,
8
im properly q u a l i f i e d
s t u d e n t s m ight c o n tin u e
!
A w e ll o rg a n iz e d program o f c o l le g e freshm an o rien tatio n : h a s become t r a d i t i o n a l a t t h e hew Y o r k S t a t e C o l l e g e f o r Teachers a t B u f f a lo , Ju n io r-y e a r stu d en ts are se le cted as c o u n s e lo rs f o r each group o f f o u r or f i v e e n t e r i n g freshm en or advanced c r e d i t , t r a n s f e r s tu d e n ts . The c o u n s e l o r and h i s s m a l l g r o u p o f f r e s h m e n a r e members o f t h e same d e p a r t m e n t . The e f f e c t i v e n e s s o f t h e p r o g ram v a r i e s c o n s i d e r a b l y , h o w e v e r , and i n d i c a t e s a n e e d f o r e v e n more c a r e f u l s e l e c t i o n o f j u n i o r c o u n s e l o r s , as w e ll as a fo llo w -u p study of o r ie n te d "
stu d e n ts^ ,:
R e p r o d u c e d with p e r m i s s io n of t h e co p y rig h t o w n e r. F u r th e r r e p ro d u c tio n prohibited w ith o u t p e rm is s io n .
~
their art e d u c a t i o n , m a n a g e to pass the required courses, and e v e n t u a l l y
enter t h e p r o f e s s i o n
o f art t e a c h i n g .
The
damage which might he rendered to countless numbers of children as well as to the general educational profession bp one poor teacher, especially cusable.
e noisy one, is inex
The responsibility for the graduation of an im
properly q u a l i f i e d
student rests primarily upon the a d
ministrator and faculty of the art education department. They should personally
see to it that a selective ad mi s
sions program, an orientation program, adequate
evalua
tion, and a follow-up program are functioning smoothly and effectively.
This is not
to'suggest ruthless elimin
ation of weals students as a characteristic of e. good a r t education department, but
it is meant to imply that there
i s too much sentimentality c o n n e c t e d with s t u d e n t selec tion and promotion in art education, departments in teach ers colleges, and too little scientific method and r e search to insure an improved educational program in the public schools.
Less personal malad justraent and fewer in
juries to the educational development of children can be assured through the medium of a w e l l - o r g a n i z e d !
orientation
system.
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
THE FACULTY ADVIS3R PROGRAM A g an important aspect of a wetl~organize3 orientation system, there
;i
is a need in every art education de-
j
part me n t , no matter what size, for a, faculty adviser pro/gram.
■
Such programs are not uncommon in teachers col
leges.
Their effectiveness,
of course, varies, depending
upon the interest and in-service education in student ad-
;
visement of the faculty members concerned.
1
A faculty ad-
viser program cannot be spontaneous arid loosely-knit if itis to be effective. unscheduled
There are times when the informal,
student-adviser conference is essential; but
there are also times for well-organized group conferences
1
between faculty advisers and small groups of students. Certain problems are common to the entire group.
More
careful preparation can be made and considerable time can be saved through scheduled group conferences. Periodic discussions or workshops should be arranged by the department administrator for faculty advisers.
;
In-:
service education, together with assignment of small groups
of students to ea c h faculty member, are
means
of
improving the effectiveness of the advisory program.
Fif
teen or twenty student advisees for ©ach faculty member would provide a group large enough for the interchange
of
various opinions, yet there would be ample opportunity fori.
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
S tudents
s h o u ld be e n c o u r a g e d t o cho o se t h e i r f a c u l t y
a d v i s e r s when p o s s i b l e .
I n any e v e n t , t h e y
should have
t h e r i g h t t o c h a n g e f r o m one f a c u l t y a d v i s e r t o a n o t h e r w h e n e v e r p e r s o n a l i t i e s seem u n l i k e l y
to harm onize.
The a r t e d u c a t i o n a l a d m i n i s t r a t o r s h o u l d r e a l i z e t h a t an e f f e c t i v e
a d v i s o r y p r o g r a m c a n n o t be d e v e l o p e d
among f a c u l t y members wh os e s c h e d u l e s a r e courses, co -c u rrlc u la r a c tiv itie s , : sib ilitie s.
cr o w d e d w i t h
an d c o m m i t t e e r e s p o n -
D e f i n i t e p e r io d s o f tim e
s h o u l d be a l l o t e d
t o f a c u l t y members f o r s t u d e n t a d v i s e m e n t a c t i v i t i e s ; conferences.
T h i s t i m e s h o u l d be c o n s i d e r e d a p a r t
and of
t h e f a c u l t y t e a c h i n g l o a d , an d s h o u l d n o t be c o n s t r u e d .
;
as
'
a c o - c u r r i c u l a r a c t i v i t y w h i c h c a n somehow b e s q u e e z e d i n to a t e a c h e r ’s sch ed u le. been form ulated, stu d en ts
A fter facu lty
s c h e d u le s have
c o n f e r e n c e h o u r s s h o u l d be p o s t e d , and
s h o u l d be e n c o u r a g e d t o make u s e o f t h i s t i m e f o r ■:
i n d i v i d u a l o r sm a ll group a d v is e m e n t. The s u b j e c t m a t t e r f o r o r i e n t a t i o n an d a d v i s e m e n t c o n fe re n c e s i s dependent upon l o c a l c o n d i t i o n s . our purpose here to
set f o r th the
stru ctu re
It
is not
of an e n tire
s t u d e n t - f a c u l t y a d v ise m e n t program , b u t m erely t o s t r e s s / th e f a c t th a t the a r t
e d u c a tio n departm ent a d m in is tr a to r
; and o t h e r s c o n c e r n e d s h o u ld c o n s i d e r t h e need f o r i n c l u d -
R e p r o d u c e d with p e r m i s s io n of t h e co p y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
s;
in g s tu d e n t advisem ent as a p a r t of the r e g u la r te a c h in g load.
T h is w i l l Improve b o t h t e a c h i n g and a d v is e m e n t.
T his i s the f i r s t
s t e p t h a t must be t a k e n .
m ent o f a n a d e q u a t e
The d e v e l o p
s tu d e n t adv isem en t program i s a b a s ic
a s p e c t o f th e a d m in is tr a tio n o f a departm ent o f a r t ed u ca tio n ,
T h i s , a l o n g w i t h t h e a d m i n i s t r a t i o n an d d e v e l o p m e n t
o f a c o - c u r r i c u l a r program ,
is p o t e n t i a l l y as im portant to
th e e d u c a t i o n a l grow th o f s tu d e n t s and f a c u l t y
members a s
t h e a d m i n i s t r a t i o n an d d e v e l o p m e n t o f a n y o f t h e f u n d a m e n t a l t e c h n i c a l an d e d u c a t i o n c o u r s e s . THE ADMINISTRATION AMD DEVELOPMENT OF CO-CURRICULAR
ACTIVITIES A d m i n i s t e r i n g an d d e v e l o p i n g a n a d e q u a t e
co -curricu-
l a r program i n th e a r t e d u c a tio n d ep artm en t o f a t e a c h e r s c o l l e g e e re t h e r e s p o n s i b i l i t y th e departm ent.
In the case of c o - c u r r ic u la r a c t i v i t i e s
•which a r e n o t r e s t r i c t e d it
is
of the e n tir e p erso n n el of
to the a r t e d u c a tio n d e p a rtm e n t,
lik e ly th a t the r e s p o n s i b il i t y f o r t h e i r a d m in is tr a
t i o n and d e v e l o p m e n t may r e s t w i t h t h e e n t i r e p e r s o n n e l of the c o lle g e . In a recen t th re e-d ay
c o n f e r e n c e on t h e I m p r o v e m e n t
o f c o l l e g e t e a c h i n g , a f a c u l t y w o r k s h o p g r o u p on c o - c u r ric u la r a c tiv itie s
re co mmen ded t h e e s t a b l i s h m e n t o f a
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
s t u d e n t - f a c u l t y - a i u m r i i c o m m i tt e e t o assum e r e s p o n s i b i l i t y f o r t h e e n c o u r a g e m e n t and d e v e l o p m e n t o f a l l c o l l e g e c o cu rric u la r a c tiv itie s .^
The r o l e o f t h e a d m i n i s t r a t o r i n
an a r t ed u catio n departm ent, w ith regard to c o - c u r r ic u la r
;
a c t i v i t i e s , m ig h t v e r y w e l l be t h a t o f a d v i s e r o r c o u n s e l o r, but a e r ta in ly not th a t of d i r e c t o r . w id e e x p e r i e n c e i n t h e f i e l d
Because of h i s
of a r t e d u c a tio n , the de
p a rtm en t a d m i n i s t r a t o r can o f f e r v a lu a b le a d v ic e t o coc u r r ic u la r groups. when i t
B u t s u c h a d v i c e s h o u l d be g i v e n o n l y
is requested.
I t i s as im portant in t h i s f i e l d
a s i n t h a t o f t h e academic c u r r i c u lu m t h a t groups o f students
( w i t h o r w i t h o u t f a c u l t y and a l u m n i members)
s h o u l d assume i n c r e a s i n g r e s p o n s i b i l i t y and a u t h o r i t y f o r t h e o r g a n i z a t i o n , a d m i n i s t r a t i o n , and d e v e l o p m e n t o f t h e i r educational a c t i v i t i e s .
I t i s t r u e t h a t e r r o r s in judg
ment may be made, t h a t t i m e may be l o s t , and t h a t money may be s p e n t w i t h o u t p r o p e r c o n s i d e r a t i o n o f v a l u e s t o be d e r i v e d ; y e t i f s t u d e n t s c a n n o t assume t h e r e s p o n s i b i l i t y and a u t h o r i t y n e c e s s a r y t o a d m i n i s t e r and d e v e l o p v a r i o u s : c o - c u r r i c u l a r a c t i v i t i e s , t h e y w i l l h a r d l y be a b l e t o 9
H. S . C o n a n t , C h a i r m a n , and o t h e r s , ’’R e p o r t o f t h e Workshop Group on C o - C u r r i c u l a r A c t i t i t i e s , ” u n p u b l i s h ed p a m p h l e t , B u f f a l o : Hew Y o r k S t a t e C o l l e g e f o r T e a c h e r s , S e p t e m b e r 10, 19^9*
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
assume t h e r e s p o n s i b i l i t y
for th e ir
i n d i v i d u a l and g r o u p
a c t i o n s a f t e r g r a d u a tio n from c o l l e g e . I t is
o f te n f o r g o tte n t h a t th e m a jo rity of high
s c h o o l g r a d u a t e s who do n o t e n t e r i n s t i t u t i o n s l e a r n i n g have a lr e a d y e n te r e d th e b u s i n e s s , m e s t i c f i e l d s by t h e tim e c o l l e g e th eir f irs t
of higher
labor,
or do
s t u d e n t s have begun
or second y e a r o f advanced s c h o o lin g .
I f the
m a j o r i t y o f h i g h s c h o o l g r a d u a t e s who d o n o t e n t e r c o l l e g e s and u n i v e r s i t i e s a r e a b l e t o
s e c u r e e m p lo y m e n t a n d
assume t h e r e s p o n s i b i l i t y and a u t h o r i t y w h ich accompany it,
th en i t
i s r e a s o n a b l e t o assume t h a t c o l l e g e
s h o u l d be a b l e t o do t h e
stu d en ts
■;
same.
In te llig e n tly -p la n n e d , d em o cratically-adm inistered co -cu rricu lar a c tiv itie s ue.
It
is
have trem endous e d u c a t i o n a l v a l
im p o rta n t t h a t the
same s t u d e n t s an d f a c u l t y
a d v i s e r s who p l a n v a r i o u s a s p e c t s o f a c o - c u r r i c u l a r a c tiv ity
should a l s o p a r t i c i p a t e
such p la n s .
in th e im plem entation of
I n t h i s way s u c c e s s o r f a i l u r e w i l l r e g i s t e r
;
m ore s o u n d l y u p o n t h o s e r e s p o n s i b l e f o r i t . A r e c e n t survey o f s t u d e n t s 1 p a r t i c i p a t i o n in c o - c u r ric u la r a c tiv itie s
in a te ach ers college
c o r r e l a t i o n betw een th o s e
in d ic a te d a high
s tu d e n ts w ith th e h ig h e st ac a -
d e m i c a v e r a g e an d s t u d e n t s w i t h t h e g r e a t e s t d e g r e e o f
R e p r o d u c e d with p e r m i s s io n of t h e co p y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e rm is s io n .
;
197
c o - c u r r i c u l a r a c t i v i t y p a r t i c i p a t i o n and l e a d e r s h i p .
10
There a r e d i f f e r e n c e s o f o p i n io n r e g a r d i n g th e a d v i s a b i l ity
of encouraging stu d e n ts to p a r t i c i p a t e in c o -c u r r lc u -
lar a c tiv itie s.
Some e d u c a t o r s f e e l t h a t
such p a r t i c i p a
t i o n e n h a n c e s and e n r i c h e s s t u d e n t s ’ g e n e r a l e d u c a t i o n , w hile o th e rs f e e l t h a t c o - c u r r i c u l a r a c t i v i t y p a r t i c i p a t i o n low ers academ ic s t a n d a r d s .
We s h a l l a t t e m p t t o v a l
i d a t e , or a t l e a s t expand, the f i r s t
o f t h e s e two p o i n t s
o f view . A l t o g e t h e r t o o much t i m e h a s b e e n s p e n t i n s p e a k i n g and w r i t i n g a b o u t t h e c o r r e l a t i o n b e t w e e n a c a d e m i c s t a n d a r d s and v a r i o u s d e g r e e s o f p a r t i c i p a t i o n i n c o - c u r r i c u lar a c tiv itie s .
It is fa rily
o b v i o u s , and no d o u b t v e r i
f i e d by t h e e x p e r i e n c e o f many e d u c a t o r s , t h a t s u p e r i o r students
(whose s t a t u s h a s b e e n d e t e r m i n e d by p e r s o n a l
i t y , a p p e a r a n c e , and t a c t , a s w e l l a s t h e i r i n t e l l i g e n c e q u o tie n t) are o fte n l e a d e r s , or a t p an ts, in c o -c u rric u la r a c t i v i t i e s .
le a st activ e p a r t i c i Our p r i m a r y c o n c e r n
i n t h i s m a t t e r s h o u l d n o t be f o r t h e v e r y a c t i v e p a r t i c i p a n t , n o r f o r t h e s t u d e n t who d o e s n o t p a r t i c i p a t e
i n any
a c t i v i t i e s , b u t f o r t h e m a j o r i t y o f s t u d e n t s who become 10
C h a r l e s H a r d a w a y , "From t h e R e s e a r c h D e p a r t m e n t , " T e a c h e r s C o l l e g e J o u r n a l , V o l . XIX (November, 1 9 4 7 ) , pp.
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
s e m i - a c t i v e members o f v a r i o u s o r g a n i z a t i o n s . b e c o n c e r n e d -with c o r r e l a t i o n s , or at
least
I f we m u s t
le t us tr y to determ in e,
s u g g e s t, th e c o r r e l a t i o n betw een g e n e r a l p a r
tic ip a tio n in co -c u rric u la r a c tiv itie s sequent a r t te a c h in g .
and s u c c e s s i n s u b
We s h a l l l i m i t o u r d i s c u s s i o n o f
co -cu rricu lar a c tiv itie s
t o t h o s e w h i c h may b e f o u n d i n ,
or a s s o c ia te d w ith , departm ents o f a r t
education in te a c h
ers co lleg es. It is Y et,
in
o fte n said
th a t experience i s the b e s t te a c h e r.
the c u r r i c u l a
o f many t e a c h e r s c o l l e g e s , t e a c h i n g
e x p e r i e n c e an d f i r s t - h a n d ages
is
u su ally
tio n
in
the
co n tact w ith c h ild re n of a l l
l i m i t e d t o p r a c t i c e t e a c h i n g an d o b s e r v a -
junior or
sen io r y ear.
The a r g u m e n t s u b m i t t e d
b y t h o s e who f a v o r t h i s a r r a n g e m e n t h a s s o m e t h i n g t o do w i t h th e need f o r c o m p le tin g p r e p a r a t o r y
courses in te a c h
i n g t e c h n i q u e s and p s y c h o lo g y p r i o r t o p r a c t i c e
teach in g .
The C o m m i tte e o n t h e F u n c t i o n o f A r t i n G e n e r a l E d u c a t i o n h a s reco m men de d t h a t freshm an y e a r ,
" . . .
the a r t
com panion t o th e u ally
ed u catio n s tu d e n t, during h is
should have c o n t a c t w ith c h i l d r e n
u n d e r a s many d i f f e r e n t
circum stances as p o s sib le
c h ild re n or as sp e c ia l observer,
in creasin g h is re s p o n s ib ility
:
.
.
. as
grad
to include d ir e c tio n
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
: and t e a c h i n g . " ^ by e x p e r i e n c e ,
U n de r t h i s p l a n t h e s t u d e n t would l e a r n
and.w ould e n r i c h h i s s u b seq u e n t s t u d i e s
th ro u g h r e f e r .n e e to such e x p e rie n c e .
The i d e a i s sound
and i n k e e p i n g w i t h modern e d u c a t i o n a l p h i l o s o p h y , b u t a 1 method f o r i n t r o d u c i n g o b s e r v a t i o n o f and p a r t i c i p a t i o n in ' a c t u a l t e a c h i n g was n o t s u g g e s t e d by t h e c o m m i t t e e .
In
most i n s t i t u t i o n s a d e f i n i t e number o f c r e d i t s a r e i n cluded i n th e c u rr ic u lu m , u s u a l l y t o t a l l i n g about onehundred t h i r t y f o r a f o u r y e a r program . I s added t o t h e c u r r i c u l u m ( a s a r e q u i r e d
I f a new c o u r s e subject) a
c o u r s e e q u i v a l e n t i n c r e d i t must be w i t h d r a w n o r p l a c e d on a n e l e c t i v e
statu s.
A d m in istra to rs in a r t ed u cation
d e p a r t m e n t s a r e u s u a l l y aware o f t h e f a c t t h a t c u r r i c u l u m r e v i s i o n i s no e a s y o r s p e e d y t a s k . in state in s titu tio n s ,
T ra d itio n , especially;
i s d i f f i c u l t t o overcome.
Practice:
t e a c h i n g and o b s e r v a t i o n i n t h e s e n i o r y e a r arts t r a d i t i o n a l.
I n a d d i t i o n , t h e r e a r e many s u b s t a n t i a l a r g u m e n t s t o .
be fo u n d i n f a v o r o f p r a c t i c e t e a c h i n g i n t h e s e n i o r y e a r < of co lleg e.
B u t t h i s s h o u l d n o t im p l y t h a t a l l f i r s t
hand o b s e r v a t i o n and t e a c h i n g o f c h i l d r e n s h o u l d be l i m ite d to th is 11
l a s t year of co llege e d u catio n .
V i c t o r D'Amico and o t h e r s , o p . c i t . , p p . Ij50-1 31.
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
200
A n answer to this rather formidable problem may be found in the field of co-curricular activities.
If we can
accept the use of the term ’’co-curricular” rather than ’’extra-curricular,” perhaps we can accept the idea of in corporating first-hand observation and teaching of chil dren into co-curricular activities,
Co-curricular fu nc
tions are an integral part of the total college curricu lum, yet they are by nature regular college courses.
less formally organized than
Students who participate in them
should be advised upon request by their faculty advisers, rather than be taught or told what to do by their college teachers.
is, ted
A question w h i c h may now arise in some minds
"Should undergraduate a r t
e d u c a t i o n s t u d e n t s be p e r m i t
to tea ch w ithout close f a c u l t y
supervision?”
The
a n s w e r wh i c h we o f f e r i s ’T e a . ” The e x p l a n a t i o n f o r t h i s a f f i r m a t i v e a n s w e r i s f o r t h - ' coming, b u t
let us h a s t e n
t o say . t h a t
’’c l o s e f a c u l t y s u p e r v i s i o n ” a r e
’’p e r m i t t e d . ” and
l o a d e d words Indicative
o f t r a d i t i o n a l p e d a g o g i c s r a t h e r t h a n modern e d u c a t i o n a l philosophy. The I d e a o f incorporating f i r s t - h a n d i.
observation and
t h e t e a c h i n g of children into a c o - c u r r i c u l a r a c t i v i t y : may be c l a r i f i e d by a d e s c r i p t i o n o f a pre-practice t e a c h -
. i n g program wh i c h was recently i n a u g u r a t e d on an e x p e r t -
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
;
201
mental basis at an eastern t e a c h e r s •c o l l e g e .
In an in
formal discussion of their professional fie Id * several junior-year members of an art education club and their faculty adviser hit upon the idea, of pre-practice teaching e x p er ie nc e.
Although the idea of gaining actual teaching
experience prior to practice teaching may not have been new, it seemed so to the students and their adviser.
A
proposition for setting up an experimental pre-practice teaching situation was soon formulated and submitted to the club members for action.
They voted to establish a.
situation at a city recreation center where school chil dren assembled
in after-school hours.
Freshman art ed
ucation students offered to act as observers, assistants, and ”chore boys.'1
Sophomores offered to secure materials
and supplies necessary for a six week period, to initiate necessary research into teaching methods, and to request suggestion from the club's faculty adviser and other faculty members.
The
latter suggestions varied from /’i
d o n ’t think you young people should be teaching without supervision!to to help you."
12
"Splendid!
I ’ll do e v e r y t h i n g I can do
Juniors volunteered
to do the actual teach-:
The New York State College for Teachers at Buffalo.
R e p r o d u c e d with p e r m i s s io n of t h e cop y rig h t o w n e r. F u r th e r r e p ro d u c tio n prohibited w ith o u t p e rm is s io n .
;
i n g , and s e n i o r s o f f e r e d t o s u p e r v i s e and t o o f f e r c o n stru ctiv e
criticism .
suggestions requested
The f a c u l t y a d v i s e r o f f e r e d t o make
c o n c e rn in g th e e x p e r im e n ta l program whenever
t o do s o by a member o r a g r o u p o f m e m b e r s .
A c o m m i t t e e o f s t u d e n t s had s e c u r e d t h e c o o p e r a t i o n of a c ity offered
re c re a tio n a l cen ter d ire cto r*
them th e u se o f t h r e e
s e c o n d - f lo o r rooms, a s to r e
r o o m , and a s i n k ; , b u t no m o n ey . th ro u g h funds from the
S u p p l i e s were f u r n i s h e d
c l u b ’ s t r e a s u r y an d t h r o u g h d o n a
t i o n s from members, i n t e r e s t e d local a r t
She i n t u r n ,
supply s t o r e s .
f a c u l t y .members, and a few
S a t u r d a y m o r n i n g and a f t e r - s c h o o l s
s c h e d u l e s w e r e s e t u p , an d t e a c h i n g a s s i g n m e n t s w e r e made by a n a d m i n i s t r a t i v e
c o m m i t t e e compose d o f s t u d e n t s
e c t e d by t h e i r f e l l o w c l u b m e m b e r s .
sel
Ju n io r-y e a r stu d en ts
w e r e a s s i g n e d t o t e a c h i n g p o s i t i o n s , s o p h o m o r e s an d f r e s h men w e r e a s s i g n e d a s a s s i s t a n t s an d o b s e r v e r s , an d s e n i o r s were a s s i g n e d a s s u p e r v i s o r s . by t h e a d m i n i s t r a t i v e ommendations o f th e
A l l a s s i g n m e n t s w e r e made
com m ittee.
I n some c a s e s t h e r e c
s t u d e n t com m ittee were n o t i d e n t i c a l
w i t h t h o s e w h i c h m i g h t h a v e b e e n made by t h e c l u b a d v i s e r, yet a l l p a r tic ip a n ts s e l v e s were q u i t e
c h o s e n by t h e
s t u d e n t s them
s u c c e s s f u l i n c a r r y i n g out t h e i r t e a c h - •
i n g and a d m i n i s t r a t i v e
re sp o n sib ilities.
T h i s w ould s e e m .
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
to
indicate
the value
o f p r a c t i c a l e x p e r i e n c e and f i r s t
h a n d c o n t a c t "with c h i l d r e n a s o p p o s e d t o t h e a p p a r e n t v a l u e d e r i v e d by a s t u d e n t i n a t h e o r y in co lleg e.
o r m ethods c l a s s
The c l u b a d v i s e r who d i d n o t a g r e e w i t h t h e
recom m endations of th e
s t u d e n t com m ittee f o r v o l u n t a r y
t e a c h i n g a s s i g n m e n t s h a d , no d o u b t , b a s e d h i s o p i n i o n s of the s tu d e n ts ’ te a c h in g a b i l i t y
upon t h e i r s t a t u s as
s t u d e n t s i n t h e o r y and m ethods c o u r s e s , r a t h e r t h a n upon personal o b servations of th e ir a ttitu d e
t o w a r d , an d m e t h
ods o f w o rk in g w i t h , c h i l d r e n . C hildren f o r th e p r e - p r a c tic e recru ited
t e a c h i n g c l a s s e s w er e
f r o m n e i g h b o r i n g s c h o o l s by t h e d i r e c t o r o f t h e
recrea tio n cen ter.
A f t e r t h e y had b e e n formed i n g ro u p s
according to age, f rie n d s h ip , e t c . ,
a w a i t i n g l i s t was
s e t u p t o p r o v i d e r e p l a c e m e n t s f o r c h i l d r e n who d r o p p e d o u t o f th e pro g ram f o r any r e a s o n . u n t a r y s t u d e n t t e a c h e r was a s s u r e d in siz e , at
le a st,
The e n t i r e
I n t h i s way t h e v o l of a class
com parable
to t h a t of the elem entary sch o o l.
p re-practice
t e a c h i n g p r o g r a m was p l a n n e d ,
i m p le m e n te d , c o o r d i n a t e d , a d m i n i s t e r e d , and c o n t i n u a l l y i m p r o v e d by u n d e r g r a d u a t e a r t e d u c a t i o n s t u d e n t s w i t h o c c a s i o n a l requested, s u g g e s tio n s from t h e i r f a c u l t y a d v i s e r . The s u c c e s s o f t h e p r o g r a m may b e m e a s u r e d t o some d e g r e e by t h e f a c t t h a t f o u r s t u d e n t p a r t i c i p a n t s a n d t h e i r f a c
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
u lty
a d v i s e r w e r e i n v i t e d by t h e C o m m i t t e e on A r t E d u c a
t i o n t o p r e s e n t a p a n e l d i s c u s s i o n o f t h e i r program t o th e S i x t h Annual C o n f e r e n c e o f t h a t Y o r k C i t y i n 19*18.
o r g a n i z a t i o n h e l d i n New
T h i s p a n e l , p l a n n e d and p r e s e n t e d
c h i e f l y by t h e s t u d e n t s , was e n t h u s i a s t i c a l l y r e c e i v e d by o v e r o n e h u n d r e d a r t
t e a c h e r s who r e p r e s e n t e d n e a r l y
a s many c o m m u n i t i e s t h r o u g h o u t t h e U n i t e d S t a t e s . The r e a l v a l u e
of th e program , o f c o u rse ,
f i c u l t t o m easure; t h i s d r e n who r e c e i v e d a r t
is
d if
i s t h e v a l u e d e r i v e d by t h e c h i l
in stru ctio n .
The c o l l e g e
stu d en ts
who t a u g h t o r o b s e r v e d t h e v o l u n t a r y c l a s s e s h a v e a g r e e d t h a t t h e e x p e r i e n c e was v a l u a b l e f o r the f i e l d
in p re p a rin g them selves
o f a r t t e a c h i n g , an d t h a t i t was o f f u r t h e r
v alu e in enhancing t h e i r su ccess as s e n io r - y e a r p r a c t i c e teach ers. Th e p r o g r a m d e s c r i b e d a b o v e r e p r e s e n t s
o n l y one o f
many v o l u n t a r y t e a c h i n g s i t u a t i o n s w h i c h h a v e g r o w n o u t of an i n i t i a l ex p e rim e n t. th irty
At t h e
same i n s t i t u t i o n o v e r
stu d e n ts of a t o t a l departm ental r e g i s t r a t i o n of
th re e -h u n d r e d f o u r a r e p r e s e n t l y engaged in t e a c h i n g v o l u ntary a r t
c l a s s e s f o r c h i l d r e n , a d o l e s c e n t s , an d y o u n g
a d u l t s i n t h e f o l l o w i n g s i t u a t i o n s : tw o n e i g h b o r h o o d houses]! a s c i e n c e museum, a r e l i g i o u s home f o r wayward b o y ’s club,
'g ir ls ,
s e v e r a l summer camps i n c l u d i n g on e w h i c h
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
a
!
c a t e r s t o c r i p p l e d and u n d e r p r i v i l e g e d Church young p e o p l e ' s
org an izatio n .
c h i l d r e n , an d a
Several other s tu
d e n ts have secured p o s i t i o n s a s te a c h e r s o f c r a f t i n t h e c i t y r e c r e a t i o n d e p a r t m e n t and a t
classes
s e v e r a l Y oung
M e n ' s and You ng Women's C h r i s t i a n A s s o c i a t i o n s f o r w h i c h t h e y r e c e i v e wages v a r y i n g from s e v e n t y - f i v e d o l l a r and a h a l f p e r h o u r .
cents to a
Most s t u d e n t s t e a c h two o r
t h r e e h o u r s p e r weak; a few d e v o t e f o u r t o e i g h t h o u r s p e r week: t o t h i s a c t i v i t y . It the
i s a p p a r e n t from th e d e s c r i p t i o n g iv e n above t h a t
s e r v i c e s o f th e d e p a rtm e n t a d m i n i s t r a t o r were n e i t h e r
expected nor s o l i c i t e d .
It
is
conceivable th a t h is ad
v i c e o r c o u n s e l m i g h t b e s o u g h t on o c c a s i o n , o r t h a t he m i g h t , i n s m a l l e r t e a c h e r s c o l l e g e s , be t h e a d v i s e r o f a p ro fe ssio n a l club.
I t an y e v e n t , i t
is
im portant to s tre s s,
the a d m in is tr a to r 's ro le w ith regard to c o - c u rr ic u la r a c tiv itie s.
He s h o u l d c o n t r i b u t e t o t h e d e v e l o p m e n t o f a
co -cu rricu lar a c tiv ity
t h r o u g h t h e medium o f t h e c l u b a d - :
v l s e r , and e v e n t h e n s u c h c o n t r i b u t i o n s
of inform ation or
o p i n i o n s h o u l d b e g i v e n o n l y wh en r e q u e s t e d by t h e a d v i s e r o r s t u d e n t members. to r,
or club a d v i s e r ,
of stu d en ts'
Too o f t e n t h e d e p a r t m e n t a d m i n i s t r a c o n t r o l s t h e t h o u g h t s and a c t i o n s
co -cu rricu lar a c tiv itie s .
This i s d e c id e d ly ^
n o t a m ea ns o f p r e p a r i n g d e m o c r a t i c c i t i z e n s , n o r i s
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
it
I n acco rd an ce w ith th e t e n e t s o f d e m o c ra tic p r a c t i c e w hich s h o u ld be s t r e s s e d There i s ities,
in every te a c h e rs c o lle g e .
one r e s p o n s i b i l i t y f o r c o - c u r r i c u l a r a c t i v
h o w e v e r , w h i c h s h o u l d be a s s u m e d by t h e a d m l n i s t r a - '
t o r of an a r t ed u c a tio n departm ent.
He s h o u l d
see to i t
th a t proper re c o g n itio n of a l l voluntary teach in g a c t i v ities
is
given to p a r t i c i p a t i n g
stu d en ts.
ord o f s t u d e n t s ’ c o - c u r r i c u l a r a c t i v i t y s h o u ld be f i l e d stru cto rs
A. c o m p l e t e r e c
p a rtic ip a tio n
w ith t h e i r p erm an en t r e c o r d s so t h a t i n
checking p e rs o n n e l re c o rd s f o r advisem ent p u r
p o s e s c a n be f u l l y
inform ed o f s t u d e n t s ’ i n t e r e s t
in
t e a c h i n g and t h e n a t u r e o f t h e i r p a r t i c i p a t i o n i n v o l u n tary
teach in g a c t i v i t i e s . The i n c l u s i o n o f a r e c o r d
tiv ities
w ith th e perm anent re c o rd
th e use of p u b lic h ire
of v o luntary teach in g a c i s a ls o im portant f o r
s c h o o l a d m i n i s t r a t o r s who may e v e n t u a l l y ;
the s tu d e n ts .
These a d m i n i s t r a t o r s
s h o u l d be made-
a w a re , th r o u g h a s tu d y o f t h e c r e d e n t i a l s w hich a r e m ailed t o t h e m on r e q u e s t , p ractice
o f t h e a m o u n t an d q u a l i t y o f p r e
t e a c h i n g e x p e r ie n c e w hich each s tu d e n t has h ad .
C e r t a i n a d m i n i s t r a t o r s h a v e s a i d t h a t a r t t e a c h e r s who come t o t h e m w i t h a f t e r - s c h o o l o r summer a r t t e a c h i n g e x - j p e r i e n c e a r e b e t t e r p r e p a r e d t h a n g r a d u a t e s who h a v e 11 mited
t h e i r e d u c a tio n a l experience to th e form al c o lle g e
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
'
207
curriculum . In a d d itio n to v o lu n tary te a c h in g a c t i v i t i e s th e re a r e numerous o t h e r s v h i c h a r e v e i l - s u i t e d departm ents of a r t e d u c a tio n .
'
to stu d en ts in
T his does not n e c e s s a r i l y
mean t h a t n u m e r o u s c o - c u r r i c u l a r o r g a n i z a t i o n s n e e d t o b e ■ form ed, b u t t h a t
s e v e r a l m ajor a c t i v i t i e s
i n one o r g a n i z a t i o n .
may b e i n c l u d e d
Too o f t e n a n o r g a n i z a t i o n i s f o u n
de d t o f u l f i l l t h e s p e c i a l n e e d s o f a s m a l l g r o u p o f s t u d e n t s v h e n g r e a t e r e d u c a t i o n a l an d s o c i a l v a l u e m i g h t have been d e riv e d th ro u g h a f f i l i a t i o n v i t h an a lr e a d y organized group.
The e f f e c t i v e n e s s
of a co -cu rricu lar
program i n th e a r t e d u c a tio n d e p artm en t o f a t e a c h e r s col-: l e g e i s n o t d e t e r m i n e d by t h e n u m b e r o f c o - c u r r i c u l a r o r - : g a n i z a t i o n s b u t by t h e e d u c a t i o n a l an d s o c i a l v o r t h o f each o rg an izatio n .
It
is
lik ely th at
one o r t v o o r g a n
iz a tio n s v i t h i n a sin g le a r t ed u catio n departm ent, g an iz a tio n s vhich are race,
open t o a l l
c r e e d , econom ic s t a t u s ,
or
stu d en ts re g a rd le s s of
or y ear in sch o o l, v i l l
h a v e g r e a t e r e d u c a t i o n a l and s o c i a l v o r t h t h a n a n u n l i m ited
number o f o r g a n i z a t i o n s v i t h
s t r i n g e n t m embership
r e q u i r e m e n t s an d s p e c i a l i n t e r e s t s . A nother m ajor a c t i v i t y The New Y o r k S t a t e
o f t h e A r t E d u c a t i o n Club o f
C ollege f o r T each ers a t B u f f a lo i s
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
the ;
Annual A rt B e n e f i t A u c tio n .
T his i s an a c t i v i t y
d i f f e r e n t t h a n , an d s e e m i n g l y u n r e l a t e d t e a c h i n g p r o g r a m s p o n s o r e d by t h e
quite
to , the v o lu n tary
same c l u b .
There a re
c e r t a i n g r o u p s o f s t u d e n t s who p a r t i c i p a t e an d a s s u m e le a d e r s h ip i n each o f th e v a r io u s m ajor a c t i v i t i e s
of th e
c l u b , y e t b e c a u s e o f t h e i r m u t u a l m e m b e r s h i p i n t h e same c l u b t h e y a r e a w a r e o f an d i n t e r e s t e d
in the a c t i v i t i e s
and s u c c e s s o f e a c h o t h e r ’ s m a jo r c l u b a c t i v i t y .
Figure 9
An art benefit auction in progress
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
An a r t b e n e f i t a u c t i o n ,
planned, c a rrie d
o u t , an d l a
t e r e v a l u a t e d by a s t u d e n t o r g a n i z a t i o n i s a t a n g i b l e
e x - I:
ample o f a s c h o o l-c o m m u n ity a c t i v i t y . The member s o f t h e A r t E d u c a t i o n C lu b o f t h e New Y o r k S t a t e C o l l e g e f o r T e a c h e r s a t B u f f a l o d e c i d e d t o do s o m e t h i n g a b o u t t h e t r a d i t i o n a l r i f t b e t w e e n a r t i s t s and t h e p u b l i c . In t h e i r s e a r c h f o r a m eth o d o f p l a c i n g o r i g i n a l a r t works i n t h e homes, th e y have h i t upon th e i d e a o f an a r t b e n e f i t a u c tio n . The y f e e l t h a t a n a r t a u c tio n w ill b rin g about g r e a te r a p p re c ia tio n of a r t as w ell as increased s a le s . The y p lan to use the p r o f i t s obtained to f u r th e r co m m u n ity a r t I n t e r e s t t h r o u g h e x h i b i t i o n s o f l o c a l a r t i s t s 1 w o r k an d by o f f e r i n g s c l H a r sh ip s f o r a r t stu d y .
F i g u r e 10 A member o f t h e a r t e d u c a t i o n c l u b s o l i c i t s a _____________________ p a i n t i n g f r o m a p r o m i n e n t a r t i s t _________ 13
Howard S . C o n a n t , ,fL e t 1s Have An A r t A u c t i o n ! ” , D e s i g n , V o l . L (November, 1 9 ^ 8 ) , p . 11.
R e p r o d u c e d with p e r m i s s io n o f t h e cop y rig h t o w n e r. F u r th e r re p ro d u c tio n p rohib ited w itho ut p e r m is s io n .
!;
j!
210
An a c t i v i t y
of th is
s o rt p ro v id es p a r t ic ip a ti n g s tu -
j:
|i d e n t s and f a c u l t y a d v i s e r s w i t h r i c h e x p e r i e n c e s i n b u s i ness re la tio n s , ::
fin an ce,
co m m unit y s e r v i c e , a n d c o o p e r a -
t i o n b e t w e e n c l u b m e m b e r s , t h e c o l l e g e , and t h e c o m m u n i t y ,
j;
I t pro v id es th e a d m in is tra to r of an a r t
!;
f ment a n e x c e l l e n t
education d e p a rt-
o p p o rtu n ity to in s u re dem ocratic p ra c -
■; t i . c e a n d " l e a r n i n g t h r o u g h e x p e r i e n c e " by m a i n t a i n i n g a n e n th u siastic,
en co u rag in g , b u t "hands o f f " a t t i t u d e
; a c lu b w hich s p o n s o r s a n a r t b e n e f i t a u c t i o n .
tow ard
T h i s was
j1
t h e a t t i t u d e m a i n t a i n e d by t h e a d m i n i s t r a t o r o f t h e a r t
;i
e d u c a tio n departm ent c ite d above, an d , as a r e s u l t , ;! r e s p o n s i b i l i t y
f o r the c o l l e c t i o n ,
fu ll
s a l e and d i s p e n s a t i o n
J o f h u n d r e d s o f d o l l a r s w o r t h o f a r t w o r k s was a s s u m e d by : the
s t u d e n t g r o u p . . N o t more t h a n a few d o l l a r s w e r e
s p e n t u n w i s e l y , and o n l y one c o n t r i b u t i n g a r t i s t ; g r o u p o f o v e r one h u n d r e d ) was d i s s a t i s f i e d
(of a
w i t h t h e man - |
n e r i n w h i c h t h e a u c t i o n was c o n d u c t e d . The t r e m e n d o u s v o l u m e o f w o r k c o n n e c t e d w i t h t h e p l a n n i n g , p r e p a r a t i o n o f c o n t r i b u t e d works (See F ig u r e ; and p u b l i c i t y f o r a n a r t b e n e f i t a u c t i o n
| 11),
( S e e F i g u r e s 12
i an d 1 3 ) e n c o u r a g e s c o o p e r a t i o n , c r e a t i v e w o r k , an d t h e assum ption of r e s p o n s i b i l i t y i
on t h e p a r t o f a l l
stu d en ts
concerned.
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
211
t F i g u r e 11 j,
A r t E d u c a t i o n C l u b member s c l e a n an d mat a r t works f o r t h e A rt B e n e f i t A u c tio n
A m ajor source of p u b l i c i t y
for a c tiv itie s
!: t h e a r t b e n e f i t a u c t i o n i s t e l e v i s i o n . I; new f i e l d ; tist
such as
This r e l a t i v e l y
o f f e r s many o p p o r t u n i t i e s f o r t h e c r e a t i v e a r -
a s -well a s t h e a r t
teach er.
;! !|
ji
I n a d d i t i o n t o dem on-
s t r a t i o n s o f d r a w i n g , p a i n t i n g , and m o d e l l i n g t e c h n i q u e s , t e l e v i s i o n a f f o r d s th e p o t e n t i a l a r t te a c h e r an ; o p p o rtu n ity to b rin g b e fo re an in c r e a s in g p u b lic ii
a r t w ork's .
ex cellen t i o rig in al
S t u d e n t s who a r e w i l l i n g t o d o n a t e t h e h o u r s
R e p r o d u c e d with p e r m i s s io n of t h e c o p y rig h t o w n e r . F u r th e r re p r o d u c tio n p rohib ited w ith o u t p e r m is s io n .
j:
o f p l a n n i n g and w o r k w h i c h go i n t o t h e p r o d u c t i o n o f e v e n i i! a b r i e f t e l e v i s i o n show c a n l e a r n t h r o u g h f i r s t - h a n d i: !i p e r i e n c e t h e m eaning o f school-com m un ity r e l a t i o n s .
exT eli.
■ ; e v i s i o n c a n do more t o b r i n g || 1 an d e v e n t u a l a p p r e c i a t i o n o f i
M b itio n s at g a lle rie s ,
about p u b lic understan d in g art
t h a n any number o f e x -
due c h i e f l y t o t h e f a c t t h a t
|: i: I
it
j
;!
!
;! c a n r e a c h l a r g e r a u d i e n c e s o f p e o p l e r n o m ic b a c k g r o u n d s t h a n t h o s e j i by a r t g a l l e r y e x h i b i t i o n s .
Figure
1 2
o f more v a r i e d e c o -
which u s u a l l y a r e a t t r a c t e d
Members o f t h e p u b l i c i t y c o m m i t t e e r e h e a r s e a f i f t e e n m i n u t e t e l e v i s i o n show
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
! ,
for
;i
‘i
Amour; o t h e r c o - c u r r i c u l a r a c t i v i t i e s v h i c h t h e a d ;! m i n i s t r a t o r o f a n a r t e d u c a t i o n d e r a r t r a e n t s h o u l d e n c o u r |l !j a r e a r e : d i s c u s s i o n g r o u p s , p a i n t i n g and s t r e t c h i n g c l u b s ,
f l e l ' 3 t r i p s t o m e t r o p o l i t a n c e n t e r s o f a r t and e d c a t i o n , !• ii -'-ispohoi.oop cluhr: ( v h i c h a r e b e o o m l n w I ncreasi.t ..0 l y more I: ■i ""o-mlor v i t h a r t e d u c a t i o n s t u d e n t s ) , and s t a t e c r a f t or :j
| '■’r a . i a t i c d u b s . The v a l u e o f a c o - c u r r i c u l a r p r o g r a m i s ;! i; n o t measure 1 bp the n u m b e r o f a c t i v i t i e s v h i c h a r e o f f e r e d i:
t
t o s t u d e n t s , b u t by t h e
q u a l i t y
o f s u c h a c t i v i t i e s and
their inter-relation.
m
Figure
P h o t o g r a p h s o f p a i n t i n g s and c a r t o o n s v h i c h vere shovn i n the Art B e n e f i t Auction t e l ________________________________ e v i s i o n shov_________________ 13
R e p r o d u c e d with p e r m i s s io n of t h e cop y rig h t o w n e r. F u r th e r r e p ro d u c tio n prohibited w ith o u t p e rm is s io n .
Of fcne many p o s s i b l e
c o - c u r r i c u l a r a c t i v i t i e s which
ji a r e we l l - s u i t e d t o t h e e d u c a t i o n a l an d s o c i a l d e v e l o p m e n t i| o f a r t t e a c h e r s , we h a v e c o n s i d e r e d h e r e o n l y two i n d e i: t a i l ,
‘t h e s e
two a c t i v i t i e s ,
a v oluntary a r t
te a c h in g pro-
g r a m and a n a r t b e n e f i t a u c t i o n , w e r e s e l e c t e d b e c a u s e
it
!■ i s f e l t t h a t t h e y a r e l e s s w e l l - k n o w n and s e l d o m f o u n d in. s! :: t e a c h e r s c o l l e g e s t h a n a r e o t h e r c o - c u r r i c u l a r a c t i v i t i e s s u c h a s d i s c u s s i o n g r o u p s an d s k e t c h c l u b s . art
The v o l u n t a r y
t e a c h i n g p r o g r a m and a r t b e n e f i t a u c t i o n a r e
ll e m p h a s i s h e r e b e c a u s e t h e r e !| o f t h i s
given
i s a r e a l need f o r a c t i v i t i e s
t y p e , a c t i v i t i e s which a r e
s t i m u l a t i n g and e d u c a -
t i o n a l t o a l l p a r t i c i p a n t s , a n d which o f f e r a c r e a t i v e
out-
;; l e t t o a b r o a d e r s e g m e n t o f t h e s t u d e n t body t h a n do a c l| !; t i v i t i e s w i t h n a r r o w e r i n t e r e s t s an d more e a s i l y a t t a i n 'i i able g o a l s . ; THh ART EDUCATION OF HQK-ART TEACHERS ;«
The c u r r i c u l u m o f a n a r t teach ers college
is not
e d u c a tio n departm ent i n a
lim ite d to course
; t h o s e who w i l l become t e a c h e r s o f a r t . ; departm ents o f f e r courses in a r t
offerings for
Most a r t e d u c a t i o n
to stu d e n ts of elem entary!
‘j and s e c o n d a r y e d u c a t i o n , and f r e q u e n t l y t o s t u d e n t s o f o ther sp e c ia liz e d
courses.
P erh ap s th e g r e a t e s t need f o r
i m p r o v e d and e x t e n d e d a r t e d u c a t i o n , i n t h e b r o a d f i e l d '
!! '
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
of
ii
jj
teacher preparation is
i n the e le m e n ta ry e d u c a tio n a r e a .
:: - T h i s i s due t o t h e f a c t t h a t e l e m e n t a r y s c h o o l a r t t e a c h -
i i n g i s now c o n s i d e r e d a p r i m a r y r e s p o n s i b i l i t y o f t h e ii c l a s s r o o m t e a c h e r r a t h e r t h a n t h e
"sp ecial"art
Recent e d u c a tio n a l tr e n d s in d i c a t e :
that
teacher.
the a r t t e a -
.
c h e r of an e lem en tary
:
s c h o o l i s now o f t e n c o n s i d e r e d a
"resource person" or " a r t ■; t a r y
c o n s u l t a n t " who h e l p s e l e m e n -
s c h o o l t e a c h e r s d e v e l o p and i m p r o v e c l a s s r o o m a r t
,
teach in g .
i;
T h e r e w i l l a l w a y s be a n a d d i t i o n a l n e e d , n o
, i
1 d o u b t, f o r the
"resource
Ii o f f e r i n - s e r v i c e
art
person" or " a rt
co n su ltan t"
to
courses to elem entary te a c h e r s as
: w e ll as te a c h d e m o n stra tio n le s s o n s in a r t i 1 groups of c h il d r e n .
j :
to v ario u s ■
The a r t c o u r s e s w h i c h s h o u l d be o f f e r e d t o g e n e r a l t t r elem entary e d u c a tio n s tu d e n ts d u rin g t h e i r u n dergraduate
j
I
j; s c h o o l i n g m u st b e p l a n n e d a c c o r d i n g t o t h e n e e d s o f t h e ! e l e m e n t a r y t e a c h e r who t e a c h e s h e r own a r t
lessons.
Qer-
:
i
;
>; t a i n c o l l e g e c o u r s e s w h i c h h a v e b e e n a i m e d a t t h e d e v e l o p - j ;; i| m ent o f d r a w i n g , p a i n t i n g , and d e s i g n a b i l i t i e s m u s t be j; replaced
(o r supplem ented)
e l e m e n t a r y t e a c h e r s how t o
b y c o u r s e s w h i c h show f u t u r e
j
t e a c h a r t , w h a t t o t e a c h , an d
j ■i
:i when t o t e a c h i t . The r e s u l t s
■
o f a survey of e ig h ty -o n e r e c e n t g ra d -
: i: u a t e s o f arx e l e m e n t a r y e d u c a t i o n d e p a r t m e n t i n a t e a c h e r s -
i
"
i:
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
i c o l l e g e 1^
In d icated
t h a t many o f t h e m f e l t
|i a s s u m i n g r e s p o n s i b i l i t y ii p r i m a r i l y t o t h e i r
incapable
f o r e l e m e n t a r y a r t t e a c h i n g , due
lack of p re p a ra tio n in th is f i e l d .
: ( See A p p e n d i x A ) .
The r e s u l t s
of a s im ila r survey of
■ s i x t y - s i x elem entary e d u c a tio n p r a c t i c e
teachers
i: ed t h e n e e d f o r i n c r e a s e d a t t e n t i o n t o t h e a r t of g en eral classroom te a c h e rs i
the fa c t th a t
;l t e a c h e r s •who r e p l i e d
the
confirm -
education
(S e e A p p e n d i x A ) .
’' m e t h o d s 11 c o u r s e s a r e
;! e d u c a t o r s t o be o u t d a t e d ,
i!
of
D espite
c o n s i d e r e d by some
147 t e a c h e r s and p r a c t i c e
t o t h e q u e s t i o n n a i r e s c i t e d above
were n e a r l y unanim ous i n t h e i r reco m m e n d a tio n s f o r p r a c -
;j t i c a l , ii
”how t o do i t ” c o u r s e s .
In a d d i t i o n t o c o u r s e s d e s ig n e d f o r s t u d e n t s
of e l e -
!i m e n t a r y e d u c a t i o n , a t e a c h e r s c o l l e g e a r t e d u c a t i o n d e i p a rtm e n t should d en ts.
o f f e r courses to a l l
other co lleg e
These c o u r s e s s h o u ld be g e a r e d t o t h e
r needs of the s tu d e n ts .
stu -
sp ecific
F or exam ple, i n d u s t r i a l a r t s
stu d en ts o fte n
need c o u r s e s i n d e s i g n , b la c k b o a r d draw -
i n g , and c o l o r
r e n d e r i n g ; home e c o n o m i c s s t u d e n t s
o ften
n e e d c o u r s e s i n i n t e r i o r d e s i g n and a r t a p p r e c i a t i o n ; 'I1.4 | ii
Howard Cor a n t , ’’R e s u l t s o f a Q u e s t i o n n a i r e on G e n e r a l Elem entary A rt E d u c a t io n ,” ( J a n u a ry , 1948), (S e e Appendix A ).
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
217
: s t u d e n t s o f h a n d i c a p p e d c h i l d e d u c a t i o n need c o u r s e s d e a l - ! . ;! i n g w i t h t h e r a p e u t i c u s e s o f a r t a c t i v i t i e s ;
etc.
Every
;! c a t e g o r y o f s t u d e n t s h a s s p e c i f i c n e e d s , b u t beyo nd t h i s ■ t h e r e i s a n eed f o r a l l o f them t o p a r t i c i p a t e
i n a gen-
!;
t i m e , i s p e r h a p s t h e most s a t i s f a c t o r y f o r t h i s p u r p o s e .
i:
!: A f l e x i b l e w o rk s h o p c o u r s e ab ility
( i n which s t u d e n t s w ith g r a p h ic ;
c a n d e v e l o p d r a w i n g and p a i n t i n g s k i l l s w h i l e
■ o t h e r s w i t h l e s s g r a p h i c a b i l i t y , c a n c o n c e n t r a t e on a r t !: a p p r e c i a t i o n ) c o u p l e d w i t h a c o u r s e d e s i g n e d s p e c i f i c a l l y ;i r. j' t o f i t t h e n e e d s o f a g e n e r a l g r o u p ( s u c h a s home e c o n o j; ;i
m i c s s t u d e n t s ) c a n do much t o i n c r e a s e t h e u n d e r s t a n d i n g
!; and a p p r e c i a t i o n o f a r t i n s c h o o l s and c o m m u n i t i e s . CONCLUSION ::
The a d m i n i s t r a t o r i n a n a r t e d u c a t i o n d e p a r t m e n t o f
!:
a t e a c h e r s c o l l e g e s h o u l d be a b l e t o o f f e r l e a d e r s h i p and r !; i n s p i r a t i o n i n t h e d e v e l o p m e n t , i m p l e m e n t a t i o n , m a i n t e n i! a n c e , and i m p ro ve m e n t o f a n a r t e d u c a t i o n a l c u r r i c u l u m . ;! The c u r r i c u l u m must be a d a p t a b l e t o c h a n g e , and i t
j
should J
j be c l o s e l y r e l a t e d t o t h e c u r r i c u l a o f e l e m e n t a r y , s e c o n - :
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
d a r y , g r a d u a t e , and community e d u c a t i o n s c h o o l s , a s -well as to vario u s c o - c u r r ic u la r a c t i v i t i e s , j:
An a r t e d u c a t i o n a l c u r r i c u l u m s h o u l d be aimed a t t h e ' development o f a r t t e a c h e r s r a t h e r t h a n th e p r e p a r a t i o n of p rofessional a r t i s t s .
The d e v e l o p m e n t , i m p l e m e n t a t i o n *
ij m a i n t e n a n c e , and im p rov em ent o f s u c h a c u r r i c u l u m s h o u l d [ be t h e
jo in t r e s p o n s i b i l i t y of a l l p erso n n el of an a r t
;; e d u c a t i o n d e p a r t m e n t , woricing c o o p e r a t i v e l y w i t h p u b l i c j; s c h o o l p e r s o n n e l and i n t e r e s t e d ;!
la y m e n .
The c u r r i c u l u m o f a n a r t e d u c a t i o n p r o g r a m i n a
j t e a c h e r s c o l l e g e s h o u l d n o t be r i g i d
o r f o r m a l, but should
; be a d a p t e d t o t h e n e e d s o f v a r i o u s t y p e s o f s t u d e n t s and ; teachers.
I t should i n c l u d e an a d e q u a te s t a t u s t e s t i n g
I program t o e l i m i n a t e r e p e t i t i o u s
stu d y , as w e ll as a
s m o o t h l y - f u n c t i o n i n g o r i e n t a t i o n and g u i d a n c e p r o g r a m t o I: i n s u r e r a p i d s t u d e n t a d j u s t m e n t and c o r r e c t i n d i v i d u a l i placem ent. i
The a r t e d u c a t i o n c u r r i c u l u m s h o u l d be c l o s e l y r e -
!; l a t e d t o and s u p p l e m e n t e d by a n e x t e n s i v e c o - c u r r i c u l a r !| p r o g r a m .
T h i s p r o g r a m s h o u l d be p l a n n e d a c c o r d i n g t o t h e
needs of the r e g u la r c o lle g e c u rric u lu m , in d iv id u a l s tu | d e n t s , and f a c u l t y m em b ers, a s w e l l a s t h e n e e d s o f t h e I; Im m e d ia t e community and t h e c o m m u n i t i e s i n w h i c h t h e s t u ; dents w ill e v e n tu a lly te a c h .
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
!
!:
I n t e r - r e l a t e d u n d e r g r a d u a t e and g r a d u a t e c u r r i c u l a
i| and c o - c u r r i c u l a , b a s e d upon t h e n e e d s o f c h i l d r e n and r a d u l t s who a r e c h i e f l y c o n s u m e r s o f a r t r a t h e r t h a n p r o l! d u c e r e o f a r t ,
:|
can se rv e a s th e b a s i s f o r a r e n a i s s a n c e
o f combined a r t a c t i v i t y and a p p r e c i a t i o n i n a l l r: j| o f e d u c a t i o n .
levels
l
R e p r o d u c e d with p e r m i s s io n of t h e cop y rig h t o w n e r. F u r th e r r e p ro d u c tio n p rohibited w ith o u t p e r m is s io n .
;j
CHAPTER V I I
!■
i
!
A SCIENTIFIC APPROACH [
TO THE IMPROVEMENT
j
OF ART EDUCATION
j
;|INTRODUCTION TO THE CHAPTER ;!
The f u t u r e
of a rt
j:
e d u c a t i o n w i l l n o t be m o ld e d by a n y ;
one p e r s o n s u c h a s a n a d m i n i s t r a t o r i n a n a r t e d u c a t i o n I; d e p a r t m e n t i n a t e a c h e r s c o l l e g e , n o r b y an y n u m b e r o f ii p e o p l e
in a s im ila r category.
I t w i l l b e molded by t h e
i!
|i
cooperative I p aren ts, ii
in te r - a c t i o n of a d m in is tra to rs ,
l a y m e n , and c h i l d r e n .
teach ers,
T h eir a c tio n s
;j
sho u ld be
d e t e r m i n e d by t h e n e e d s o f c h i l d r e n and a d u l t s o f a l l
i; a g e s , :i
E
s i n c e a r t e d u c a t i o n i s n o t c o n c e r n e d w i t h an y one
:!
W
;
ii
le v e l ofe d u c a tio n , but w ith co n tin u o u s e d u c a tio n .
!j
; A rte d u c a t i o n should change a s s o c i e t y c h a n g e s ; b u t , j i; ; i f p o s s i b l e , a s a r e s u l t o f s c i e n t i f i c s t u d y and a n a l y s i s , ! ij i t
sh ould change i n a n t i c i p a t i o n o f s o c i a l c h a n g e .
;; i s due t o t h e f a c t t h a t ,
in the case of te a c h e r p re p a ra -
; tio ri s c h o o ls , a r t e d u c a tio n i s n o t alw ays put t o E
u s e , b u t may b e u t i l i z e d
T his
a f t e r a period
of years.
i; a r t e d u c a t i o n w h i c h f u t u r e a r t t e a c h e r s r e c e i v e ,
i;
im m ediate! If
the
jj
in col-
ii
^
jl e g e , f o r e x a m p l e , i s m e r e l y t e d by t h e
u p -to -d ate, i t
tim e th e y have g r a d u a t e d .
may be o u t d a -
To some e x t e n t i t
|! is:
I! i m p o s s i b l e t o p r e d i c t a c c u r a t e l y t h e n e e d s o f s o c i e t y f o u r 1 !| “ ' ' ;! e !
'
■ -
■
■ -
' - !'r
i,'
!;
f
i:
i! E ________________________________________________________________________ ii
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
: or fiv e years in advance; but s c i e n t i f i c
s t u d y and a n a l y -
jj
Ii s i s c a n make s u c h p r e d i c t i o n s more r e l i a b l e . I n any ev e n t^ Ii h I! i t i s o b v i o u s t h a t a s y s t e m o f c o n t i n u o u s i n - s e r v i c e an d j :j g r a d u a t e e d u c a t i o n f o r a r t I; ii
Under t h e
teach ers
is d e sira b le .
i n s p i r a t i o n and l e a d e r s h i p
ad m in istrato r,
of a com petent
P
c o l l e g e a r t e d u c a t i o n i n s t r u c t o r s an d
i f u t u r e a r t t e a c h e r s can m a in ta in f i r s t - h a n d jj
p u b l i c an d p r i v a t e
ij
s iz e s of com m unities.
||
c o n t a c t s -with i:
s c h o o l s a s w e l l a s v a r i o u s t y p e s an d Through c o n tin u o u s
u a t i o n o f the needs of th ese
s t u d y and eva.1-
jj
s c h o o l s and c o m m u n i t i e s t h e
!■ f u t u r e n e e d s o f c h i l d r e n an d a d u l t s j; be d e t e r m i n e d and p r e d i c t e d .
p
c a n t o some e x t e n t
j
T h e re must be c o n s t a n t
|
|!
ii
|j p r o p h e s y i n g , e n v i s i o n i n g , an d e x p e r i m e n t a t i o n on t h e p a r t
|!
Ij
of te a c h e rs,
| scie n tific !
s t u d e n t s , an d a d m i n i s t r a t o r s , b a s e d u p o n
p red ictio n s
o f human n e e d s .
I CHARGES SHOULD BE MADE ;
The f u t u r e
i morrow.
j!
il ^
IK. ANTICIPATION OFPREDICTED NEEDS
of a r t ed u catio n is as in ta n g ib le as to -
None o f u s c a n p r e d i c t e x a c t l y t h e r o l e a r t e d -
ii u c a t i o n w i l l p l a y i n ' t h e
liv e s of p eople.
j jj
j!
B u t one t h i n g
!i
; ii
jj
is
c e r ta in : a r t education,
jj
be i n a c o n s ta n t
ji i d l y
should i t
| co n stan t,
state
i n o r d e r t o be e f f e c t i v e , must
ij
"How o f t e n o r how r a p -
i
o f change .
c h a n g e ? ” one m i g h t a s k .
s p o ra d ic , orp e r io d ic .
Change c a n be
To p h r a s e t h e q u e s t i o n
R e p r o d u c e d with p e r m i s s io n o f t h e cop y rig h t o w n e r. F u r th e r re p ro d u c tio n p rohib ited w itho ut p e r m is s io n .
j
ii mor e s p e c i f i c a l l y ,
s h o u l d a r t e d u c a t i o n a l p r a c t i c e s be o f d e t e r m i n e d n e e d s o r s h o u l d t h e y be
Ii c h a n g e d a s a r e s u l t
changed i n a n t i c i p a t i o n o f p r e d i c t e d ;! c u r r e n t p r a c t i c e s , a r t e d u c a t i o n i s stan ces) as a re s u lt
needs? changed
of determ ined n e e d s .
J u d g i n g by ( i n some i n The i n s t a n c e s
I- i n w h i c h c h a n g e d o e s n o t come a b o u t a s a r e s u l t
of d e te r-
|; m ined n e e d s a r e t h o s e i n w h i c h t h e r e a r e u s u a l l y no Ii c h a n g e s a t a l l .
These i n s t a n c e s a r e n o t w ith o u t p r e c e
ll d e n t , a s t h e h i s t o r i c a l d e v e l o p m e n t o f a r t e d u c a t i o n h a s i in d icated .
The i n s t a n c e s i n w h i c h a r t e d u c a t i o n p r a c t i c e
il h a s b e e n c h a n g e d i n a n t i c i p a t i o n o f p r e d i c t e d n e e d s a r e i | c o n s p i c u o u s by t h e i r a b s e n c e i n t h e h i s t o r i c a l d e v e l o p merit o f a r t e d u c a t i o n . fie ld
They a r e
likew ise ra re
in the
of a r t e d u catio n today.
; THE EMULATIQK OF BUSINESS PRACTICES I f a r t e d u c a t i o n i s t o assume a l e g i t i m a t e r o l e i n !■ ; m o d e r n e d u c a t i o n i t m u s t move f o r w a r d f r o m i t s ” one s t e p ; b eh in d p o sitio n . : where i t
I t m u s t move f o r w a r d t o a p o s i t i o n
can change i n a n t i c i p a t i o n o f n eed s w hich a r e
p red icted . ;; a
M o d e rn b u s i n e s s d o e s n o t a l w a y s c h a n g e i t s : practice
as a r e s u lt
ij come a b o u t .
policy or
o f c o n d i t i o n s w hich have a l r e a d y
C o m p e t i t i o n m ak es i t
n e c e s s a r y f o r modern
with permission of the copyright owner. Further reproduction prohibited without permission.
i: b u s i n e s s t o s t u d y c a r e f u l l y
'j ij
the f u t u r e ,
t o make p r e d i c -
t i o n s , and t o e f f e c t
changes in a n t i c i p a t i o n of probable
conditions or needs.
Speaking o f g e n e r a l e d u c a tio n , of
w h i c h a r t e d u c a t i o n i s a n i n t e g r a l p a r t , F r a n k W. A b r a m s ,
;; c h a i r m a n o f t h e b o a r d o f d i r e c t o r s ^ pany !; i s
(lew J e r s e y )
said ,
o fte n out of d a te .
jl n e e d s o f t h e d a y .
«1
o f S tandard
”th e p roduct o f t h i s F requently
O i l Corn-
en terp rise
i t no lo n g e r m eets th e
C ontinuing to
speak in b u sin e ss
:: t e r m s , h e a d d e d ; I t i s a t once a p p a r e n t t h a t s o m e th in g i s w rong, P r o d u c t i o n i s l a g g i n g an d q u a l i t y h a s f a l l e n o f f . You n a v e a n e n o r m o u s b a c k l o g o f o r d e r s , b u t a g r e a t many o f t h e s e o r d e r s a r e n o t b e i n g f i l l e d . Those t h a t a r e f i l l e d a r e n o t up t o y o u r t r a d i t i o n a l s t a n d a r d s . , . The e n t e r p r i s e i s u n d e r - s t a f f e d , and I n many c a s e s p o o r l y s t a f f e d . . . you p a y l e s s t h a n o t h e r e n t e r p r i s e s . . . w orking c o n d it io n s a r e b a d . Your p l a n t i s f r e q u e n t l y o l d - f a s h i o n e d , an d o v e r - c r o w d e d , . . you h a v e m i l l i o n s o f s t o c k h o l d e r s , b u t . . . a lm o s t a l l o f them a r e i g n o r a n t o f th e b u s i n e s s an d h a v e l i t t l e c o n t a c t w i t h i t . 2
j;
ii
Ij
T his d e s c r i p t i o n i s
p artic u la rly
tru e
of a rt
education,
jj and i t h o l d s t r u e . , n o d o u b t , f o r m o s t o t h e r a s p e c t s o f education.
Leaders in the f i e l d
of a r t
e d u c a t i o n w ould do
; w e ll to em ulate c e r t a i n b u s in e s s p r a c t i c e s in an e f f o r t to i; g e a r t h e i r t e a c h i n g an d a d m i n i s t r a t i o n t o p r e d i c t e d n e e d s 1
F r a n k ¥ . A b r a m s , i n a n a d d r e s s t o The A d v e r t i s i n g Coun- jl c i l , S t a n d a r d O i l Company (New J e r s e y ) , S e p t e m b e r , 19*18.
2
Idem.
R e p r o d u c e d with p e r m is s io n of t h e cop y rig h t o w n e r. F u r th e r r e p r o d u c tio n prohibited w ith o u t p e r m is s io n .
of
th e
im m ediate
and
m ore
rem ote
fu tu re .
SCIENTIFIC METHOD Many d e f i n i t i o n s f o r t h by s o - c a l l e d
o f s c i e n t i f i c m e th o d h a v e b e e n s e t
a u th o rities
in the f i e l d .
One w h i c h is;
e s p e c i a l l y f o r t h r i g h t an d u n d e r s t a n d a b l e t o t h e a v e r a g e a r t t e a c h e r i s a d e f i n i t i o n o f f e r e d by J o h n s o n . sc ie n tific
m eth o d c o n s i s t s
To h i m ,
of;
(a) a s k in g c l e a r , answ erable q u e s tio n s in o rd e r t o d i r e c t o n e 's (b) o b s e r v a t i o n s , which a r e made i n a c a l m an d u n p r e j u d i c e d m a n n e r , an d w h i c h are then (c) re p o rte d as a c c u r a te ly as p o s s ib le an d i n s u c h a way a s t o a n s w e r t h e q u e s t i o n s t h a t were asked t o b e g in w i t h , a f t e r w hich (d ) p e r t i n e n t b e l i e f s o r a s s u m p tio n s t h a t were held' b e f o r e t h e o b s e r v a t i o n s w e r e made a r e r e v i s e d i n l i g h t o f t h e o b s e r v a t i o n s made a n d a n s w e r s o b tain ed .3
; : j!
U n d e r g r a d u a t e a r t e d u c a t i o n s t u d e n t s m u s t be made a w a r e of th e im portance of s c i e n t i f i c
m ethod.
'
In a d d itio n to
c o u r s e s i n s o c i o l o g y and p s y c h o l o g y t o s u p p l e m e n t t h e t e c h n i c a l i n s t r u c t i o n w h i c h a s t u d e n t r e c e i v e s , he s h o u l d i: a l s o be r e q u i r e d t o e n r o l l i n a c o u r s e d e a l i n g w i t h e v a l u atio n .
T h is should in c lu d e th e c o n s t r u c t i o n ,
t i o n , t a b u l a t i o n , and a n a l y s i s tio n n aires, view s. p
o f surveys, t e s t s ,
p u b lic or stu d en t opinion p o l l s ,
Too many a r t
circu la ques
an d i n t e r -
;l
t e a c h e r s m e a s u r e a g e n e r a l i t y by t h e :
W. J o h n s o n , ? e o p l e i n Q u a n d a r l e s , p . 4 9 .
R e p r o d u c e d with p e r m i s s io n of t h e cop y rig h t o w n e r. F u r th e r r e p ro d u c tio n prohibited w ith o u t p e rm is s io n .
■resu lts
o f one o r tw o s p e c i f i c
aty p ical.
c a s e s w h i c h may e a s i l y be
V a l i d a t i o n depends upon v a r io u s c r i t e r i a ,
many o f w h i c h c o u l d b e c o n d e n s e d i n t o a c o l l e g e ev alu atio n .
course in
T h i s c o u r s e w ould be e s p e c i a l l y h e l p f u l t o
the f u tu r e a r t t e a c h e r in d e te rm in in g th e w orth of c e r t a i n techniques, t e s t s , I1 t u d e s .
p r o c e s s e s , an d s t u d e n t - t e a c h e r a t t i -
I t m ight a l s o prove th e i n e f f e c t u a l n a tu r e
of
il c e r t a i n c l a s s r o o m p r a c t i c e s , s u c h a s t h e l e c t u r e an d r e c a ji i t a t i o n m e t h o d , and w ould i n d i c a t e t h e v a l u e o f i n d i v i d u a l i; c r e a t i v e w o r k , e x p e r i m e n t a t i o n ,
g r o u p d i s c u s s i o n , and
i:
com m unit y f i e l d
trip s.
TEE DANGER OF SEMANTIC CONFUSION AND TRADITIONAL CONCEPTS . ' ■■■■
1
“
-
“ “
•
—
t—
i
-
■
A r t e d u c a t o r s h a v e b e e n n o t a b l e aniong members o f t h e
general teaching p ro fe ssio n for t h e i r
la c k of u n d e rs ta n d
i n g o f s c i e n t i f i c method and i t s a p p l i c a t i o n t o t h e d e t e r m i n a t i o n and p r e d i c t i o n o f human n e e d s , mean, h o w e v e r , t h a t .■..0 in th is
resp ect.
r b l s doer:
a r t edu.ca.tore a r e
Many a r t
less
r o t
lethargic
t e a c h e r s have been c o n te n t
i r e l y upon t r a d i t i o n a l c o n c e p t s o f human n e e d s .
to
I n t he
p r e s e n t e r a , a t r a d i t i o n a l c o n c e p t m i g h t be s a i d t o be one whi ch h a s n o t b e e n changed or r e - e v a l u a t e d w i t h i n t h e i!
ji p a s t d o : t o t we l v e m o n t h s .
Many t r a d i t i o n a l c o n c e p t s ,
1 some o f w h i c h have b e e n d leper o v e n by s c i e n t i f i c :l a ■ ■■■ .
.
inv e s t i -
.
R e p r o d u c e d with p e r m i s s io n of t h e cop y rig h t o w n e r. F u r th e r r e p ro d u c tio n p rohibited w ith o u t p e r m is s io n .
I
C.
R a t i o n s o f human b e h a v i o r , o p i n i o n , and n e e d s , have grown f r o m a c o m b i n a t i o n o f whi ms, s o c i a l m o r e s , and m o r a l i n junctions.
They have grown i n t o a m o n s t r o u s n o n e n t i t y
wh i c h s t i f l e s n e a r l y e v e r y s c i e n t i f i c
i n q u i r y i n t o human
need s . Two f a c t o r s i n p a r t i c u l a r t e n d t o s t i f l e
or in h ib it
a s c i e n t i f i c a p p r o a c h t o t h e s t u d y o f a r t e d u c a t i o n ; sem an tic
c o n f u s i o n and t r a d i t i o n a l c o n c e p t s . The i m p r o p e r u s a g e o f t e r m s a n d , more s p e c i f i c a l l y ,
d i f f e r e n t m e a n in g s g i v e n t e r m s by v a r i o u s a u t h o r s , resu lts
i n w idespread
sem antic c o n f u s io n .
often
For exam ple,
many p e o p l e a t t a c h t o t h e word " s c i e n c e '' ’’a l l m a n n e r o f s o c ia l program s,
i n o r d e r t h a t t h e y may s h i n e by t h e r e
g l o r y o f t h e n e o n l i g h t and t h e r a d i o
flected
Few p e o p l e u n d e r s t a n d
science w ith regard
t u b e .*,2t
to;
t h e same i m p e r s o n a l , r i g o r o u s , and n o n e t h i e a l d i s c i p l i n e t h a t t h e word i m p l i e s i n t h e p h y s i c a l w orld. S c i e n c e i s a r e l a t i v e l y new t h o u g h t w a y , and t h e i d e a o f l o o k i n g t o i t f o r s o l u t i o n s o f p r o b l e m s o f human r e l a t i o n s h a s n o t y e t p e n e tr a te d very f a r . 3 Most a r t e d u c a t o r s th o d .
know l i t t l e
about s c i e n t i f i c
me
Most o f t h e m h a v e no i n k l i n g a s t o a m etho d o f
scie n tific
a n a l y s i s w h i c h c o u l d make t a n g i b l e
4
G eo rge L u n d b e r g ,
f
Idem.
the
various
Can S c i e n c e Save U s ? , p . 4 .
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
£
\J
j:
s u p p o s i t i o n s and t h e o r i e s t h e y h o l d a b o u t c h i l d r e n ’ s c o n -
:
c e p t s o f r e a l i t y and m e t h o d s o f s t i m u l a t i n g c h i l d r e n t o
n
r produce c r e a t i v e work.
It
is
one o f t h e r e s p o n s i b i l i t i e s
I of an a d m i n i s t r a t o r to encourage i n - s e r v i c e or g ra d u a te s tu d y w hich i n v o l v e s s c i e n t i f i c j that a rt
teachers
in v estig atio n ,
■; ;j
in order
( t o name b u t one g r o u p ) may d e v e l o p a n . . ■!
u n d e r s t a n d i n g o f s c i e n t i f i c m et hod and i t s
a p p lic a tio n to
■ th e ir fie ld . The s e c o n d - f a c t o r w h i c h i n h i b i t s a s c i e n t i f i c proach to the
study of a r t e d u c a tio n i s t r a d i t i o n a l con-
" cepts.
Such c o n c e p ts a r e c l o s e l y r e l a t e d
i! f u s i o n ,
s i n c e b o t h i n d u c e m u d d le d t h i n k i n g .
!■ t h i n k i n g c a u s e s come a r t d isreg ard ' s c ie n tific ^ cep ting,
ap-
to se m a n tic con-; M uddle d
t e a c h e r s an d a d m i n i s t r a t o r s
hypotheses or p ro o f.
Instead
to
of ac-
::
or even a tte m p tin g to u n d e r s ta n d , s c i e n t i f i c
ji f i n d i n g s w h i c h c o n c e r n human r e l a t i o n s an d b e h a v i o r , t h e y
;
i: a r e o f t e n c o n t e n t t o r e l y u p o n m y t h s ,
;
su ppositions,
or
I; s u p e r s t i t i o n s . In lig h t
ii
I;
e f f e c t
: fu lly
o f
of th is
t r a d i t i o n a l
s e m a n t i c c o n f u s i o n and t h e r e t a r d i n g ; : c o n c e p t s ,
in v e s tig a te the f ie ld
determ ine
a r t
of a r t
e d u c a t o r s
m u s t
c a r e -
ed u catio n in o rder to
scie n tifically -p ro v en fa c ts
o r h y p o th e s e s w hich ,
" c o n c e r n t h e e d u c a t i o n a l n e e d s o f c h i l d r e n and a d u l t s .
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
228
SCIENTIFIC STUDY AS A BASIS FOR CURRICULUM COBSTRUCT I OK An u n d e r g r a d u a t e a r t e d u c a t i o n s t u d e n t i s ;| q u i r e