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ERIC Number: ED310698
Record Type: Non-Journal
Publication Date: 1989-May-5
Pages: 31
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Perry Levels and Belenky's Findings: Their Possibilities in the Teaching of Art and Art History.
Crawford, John Stephens
The Perry scheme of student development, as determined by William G. Perry, Jr. and his associates at the Bureau of Study Counsel of Harvard University, is discussed. His nine levels of development include dualism, multiplicity, and commitment. A study by Mary F. Belenky showed that Perry's students were almost exclusively male, and she noted that the reactions of male students and female students to the development they underwent differed significantly. Belenky's women depended much more on the successful parallel development of a positive self-concept to intellectual development. Six sections are as follows: the basics of the Perry model of cognitive development; additional research findings by Belenky and associates; race, ethnic group, and social class (since Perry's study was limited to white, middle- and upperclass males); the needs of students at different Perry levels (diversity, structure, abstraction, and closeness); Perry's and Belenky's models and the teaching of art and art history; and an art/art history course using Perry's and Belenky's findings. Both researchers' findings suggest a possible course which combines art and art history material while at the same time suggesting to young men and women what sort of developmental process they are undergoing. A reading list for an interdepartmental course on artistic and cognitive development is provided. Contains 8 references. (SM)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A