Manuel Barkan

and his contribution to r recitation direction[Author s Name][Institution s Name] Contemporary generation of young trick educators are being introduced to significant figures in the account of wile education in their programs of study . In today s fast environment , it is natural that some of these figures are accepted without move and some are left languishing in history save to be revisited by those interested in revising that history . could be considered such a figure . An individual who emerges as a pivotal force in the development of ideas outright infused in contemporary art education is who in 1965 advocated a then new-fangled come near to the curricular content of art education : the use of the roles of the art historian , the art dilettante , and the aesthetician as well as that of the studio operative Today these ideas seem so commonplace that it s difficult to conceive just how radical they were when they were first introduced . The purpose of this is to examine Barkan s exertion and its effect on contemporary art education in to understand current practice and philosophy of art educationAbout half(a) a century ago , Barkan (1962 ) addressed the importance of historical reflection in an article published in ruse reproduction titled Transition in Art Education : Perceptions of Curriculum Content and Teaching and asserted that he believed the attached decade would bring some truly fundamental changes in the theory and practice of art education (Barkan , 1962 ,. 12 . He went on to say that when basic ideas are in the do by of transformation , there is and must be an needed rubbing of opinions one upon the other . There must be inevitable controversy and debate , because old ideas by their very reputation , cannot and do not change unless and until they are challenged by new ones (p . 12 .

The transformation of which he spoke was the shift from the child-centered approach of the progressive movement to the disciplined-centered approach advocated for general education . other essential Barkan s point concerned the kind of behavior a person must select in to achieve reason from the subject being studied He stated that to learn through art , one must act wish an artist (p 14Barkan (1962 ) also spoke of the need to treat children as artists and explained the characteristics of the artist as immersion in a mean(a) and determination . to achieve the discipline and the skills involved (p . 18 . He cautioned against organizing curriculum simply to give students experiences in a replete(p) range of media , an approach he considered detrimental to the purposes which art education ought to be trying to achieve (p . 17 . Instead , he thought students should engage is some exploration of media so that they could signalise a medium they liked and be able to use it to express their ideas (p 18 . The art room should , in Barkan s speech communication in the 1962 article re-create the atmosphere of an artist s studio (p . 18In 1965 Barkan proposed...If you want to get a full essay, order it on our website: Ordercustompaper.com

If you want to get a full essay, wisit our page: write my paper