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This book recounts how art education has been conceptualized, taught, and advocated for in the United States in the face of its persistent marginalization in the education system. Tracing various rationales offered from the 19th century onward, Winner argues for the importance of quality visual art education in our schools.
List of contents
- Preface
- Chapter 1. A 1982 Journey to Reggio Emilia
- Chapter 2. A 1987 Journey to China
- Chapter 3. Art Education in 19th Century America: Parallels to China
- Chapter 4. The Progressivist Revolt: Parallels to Reggio Emilia
- Chapter 5. Two Offshoots of Progressivism: Arts in Education Movement and Aesthetic Education
- Chapter 6. Arts as its Own Academic Discipline: Discipline-Based Art Education
- Chapter 7. Putting Making at the Center: The Arts PROPEL Alternative to Discipline-Based Art Education
- Chapter 8. Standards and Assessment: The Struggle for Authenticity and Reliability
- Chapter 9. Shameless Utilitarianism: Arts for Boosting Academic Performance
- Chapter 10. Studio Thinking: Teaching for Artists' Habits of Mind
- Chapter 11. Reimagining Art Education for the Twenty-First Century (and More Parallels to Reggio Emilia)
- Final Words
About the author
Ellen Winner is Professor Emerita of Psychology at Boston College, where she taught from 1978 until 2020, served three terms as chair of her department, and directed the Arts & Mind Lab. She is a long-time member of Project Zero, a research group on education and the arts at Harvard's Graduate School of Education. She received a B.A. in English Literature from Radcliffe College and a Ph.D. in Psychology from Harvard. Her research focuses on development in the arts in typical and gifted children, arts education, and philosophical questions about the arts that can be addressed empirically. She has published over 200 empirical articles as well as six previous books.
Summary
This book recounts how art education has been conceptualized, taught, and advocated for in the United States in the face of its persistent marginalization in the education system. Tracing various rationales offered from the 19th century onward, Winner argues for the importance of quality visual art education in our schools.
Additional text
The book by Prof. Ellen Winner is one of the most passionate, complete and engaging on art education, and to her goes my gratitude. The experience of the infant-toddler centres and preschools in Reggio Emilia and the research about the role of art and expressive languages in learning processes they carried out find here a full and courageous interpretation.
