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ERIC Number: ED336293
Record Type: RIE
Publication Date: 1984
Pages: 84
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
[Theoretical and Pragmatic Relationships of Art Education and Social Circumstance.]
Milbrandt, Lanny, Ed.
The Bulletin of the Caucus on Social Theory and Art Education, n4 1984
The "Bulletin of the Caucus on Social Theory and Art Education" is an annual publication, with each issue devoted to a unified theme. The theme of this issue is the theoretical and pragmatic relationship of art education and social circumstance. This issue examines critical practice in art education, recognizes the significant contributions of Herbert Read from a humanist frame of reference, continues to dialogue on the Art in the Mainstream (A.I.M.) statement, and examines the use of metaphor from a social perspective. The volume features nine articles: "The Arts, School Practice, and Cultural Transformation" (Landon E. Beyer); "What Is the Meaning of 'Art Means Work'? A Critical Response to the A.I.M. Statement" (Cathy A. Brooks); "The Cultures of Aesthetic Discourse (CAD): Origins, Contradictions, and Implications" (Karen A. Hamblen); "A.I.M. Revisited" (Jack A. Hobbs); "Art Education and the Social Use of Metaphor" (Nancy R. Johnson); "Educational Policy and Social Transfiguration" (Lanny Milbrandt); "Social Theory and Social Practice in Art Teacher Education" (Dan Nadaner); "The Nature of Philosophical Criticism" (Ann L. Sherman); and "The Humanism of Herbert Read" (Charles G. Wieder). (DB)
James Madison University, Art Department, Harrisonburg, VA 22807 ($4.00).
Publication Type: Collected Works - Serials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: James Madison Univ., Harrisonburg, VA. School of Fine Arts and Communication.
Identifiers: Art in the Mainstream (NAEA); Read (Herbert)
Note: For other bulletins, see SO 021 226-230. The majority of the papers in this volume were derived from presentations made at the 23rd annual National Art Education Association Conference.