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• W288566530 abstract "Ronald W. Neperud For a long time we have assumed that instruction in the visual arts as a part of students' general education would be accompanied by some behavioral evidence indicating: a greater creative and innovative capacity; a heightened and refined sensitivity to the visual world; a greater awareness, understanding, and thus appreciation of historical and contemporary developments; and psychologically, a healthier and happier being. Yet, the contrast between these expectations and the observations of students' and adults' relationships to the visual arts is often rather appalling. Whether it be the area of utility, the expenditure of time and money, or the expression of values, the ineffectiveness of their education is often apparent. The purchases of grocery-store prints of sad-eyed children, sentimental landscapes, or something that will go with my green bedroom walls, neglected environments, and faddish home decor supports the contention that the American public reacts on a like-dislike basis to a limited class of objects and things which they isolate and call art rather than exercising any real aesthetic judgment in their world. How can the humanizing potential of the arts be realized if few individuals experience but such casual relationships to them. The taste and sensitivity of the public could be easily faulted from the vantage of a connoisseur by imposing or exchanging one set of values for another; however, the insistence upon a Picasso print or on imported chair, instead of a copy, really solves nothing. In effect, we would have insisted upon that which we condemn-an unthinking acceptance of values whether originating with advertising executives or an aesthetic elite. Certainly, from the view of the cultural sophisticate, the latter would be the better choice, but this denies the process of considered choice as a means of growth and change. The real problem is that the aesthetic position of many individuals is a static, unthinking, and inconsistent relationship to the visual world of a limited preferential order. Unfortunately, few individuals move from the position of, like this, or It doesn't make sense to me, or What is it? One really begins to ponder the feasibility of an effective educ tion as part of general education. Can the values of dedicated toward qualitative and individualistic ends be realized in education which has often insisted upon social adjustment and group participation? Is it even possible that all students can profit from instruction? The visual chaos of our environment, the uses of leisure time, and the need for humanistic perspectives in contemporary life indicate that our responsibilities for educating an aesthetically intelligent individual are more important than ever. On the second matter, that students can profit from instruction, I have observed often enough the enlightening effect of instruction upon children and youth to retain faith that appropriate experiences can vitally affect the understandings and attitudes-that progress can be made from an unthinking acceptance or rejection to the exercise of considered judgment permitting the freedom of real choice. Jerome Bruner, concerned with the direction of education, has said of the future: Three uniquely human traits want especial cultivation to increase the human quality of human societies . . . problem-finding, provision of unpredictable services, and at its myriad forms...1 Assuming that the effort is a worthwhile and plausible one, hy the discrepancy between our grand expectations and the reality of today? Some would suggest that the curriculum is not yet universal or that existing programs lack sufficient space, materials, equipments. Surveys of existing elementary and secondary programs deny us the comfort of these rationalizations, for the failure of programs in content and in method is very real. Art instruction has been a part of American educational curricula long enough for us to expect a reasonable degree of aesthetic sophistication among its participants. Certainly, programs have often been shortchanged monetarily as well as ideologically in public education, but success as measured by a discerning public falls far short of even minimal expectations or ideals." @default.
• W288566530 created "2016-06-24" @default.
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• W288566530 date "1973-03-01" @default.
• W288566530 modified "2023-09-27" @default.
• W288566530 title "Art Education: Towards an Environmental Aesthetic" @default.
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• W288566530 doi "https://doi.org/10.2307/3191886" @default.
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