Women's Art in Art Education: Realms, Relevance and Resources, Introduction.

Autor/in	Sandell, Renee
Titel	Women's Art in Art Education: Realms, Relevance and Resources, Introduction.
Quelle	(1991), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Art; Art Education; Art History; Art Teachers; Artists; Consciousness Raising; Elementary Secondary Education; Females; Feminism; Higher Education + Suchen Sie Ihr Suchwort? Arts; Kunst; Education; Art in Education; Bildung; Erziehung; History of art; History of arts; Kunstgeschichte; Art teacher; Kunsterzieher; Kunsterzieherin; Artiste; Artist; Künstler; Künstlerin; Bewusstseinsbildung; Weibliches Geschlecht; Feminismus; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This document consists of remarks introducing a collaborative panel on women's art and art education. By exploring the realms, relevance, and resources on women's art in art education, the panel hoped to address new and continuing issues, and to clarify continuing misunderstandings. The panelists shared the belief that only through consciousness raising can one be prompted to take necessary action for social change or vision building. Therefore, the session was designed to raise consciousness by sharing perspectives and approaches to increase the relevance of art as it is being redefined to include more kinds of people--women and others--in its production and appreciation. By linking these ideas to the curriculum, the art teacher's art forum, the panelists hoped to bridge the gap between issues in art and its disciplines, and issues in the classroom. This paper traces the history of the women's art movement as changing from a concern with finding great female artists to a recognition of the values, ideas, and traditions that have fostered a minimal presence, if not silence, of women's artistic voices, expressed or repressed through their visions. Recent books are discussed, and it is observed that art teachers create art history each time they select slides, choose textbooks, lecture to students, write papers, or jury art work. Teachers recreate art history in the minds of the children they teach and thus define what art is to children. Teachers are responsible for recognizing the power of art ideas and forms as well as the way those concepts are taught. (DK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC