ELLIOT EISNER

 CONTRIBUTIONS OF  ELLIOT EISNER TOWARDS 

ART EDUCATION

Elliot Wayne Eisner (March 10, 1933 – January 10, 2014) was a professor of Art and Education at the Stanford Graduate School of Education.

He was active in several fields including arts education, curriculum reform, qualitative research, and was the recipient of a University of Louisville Grawemeyer Award in 2005 for his work in education as well as the Brock International Prize in 2004.

 In 1992, he became the recipient of the José Vasconcelos World Award of Education in recognition to his 30 years of scholarly and professional work, particularly his contribution in the formulation of educational policy to better understand the potential of the arts in the educational development of the young.

He was the 1997 recipient of the Sir Herbert Read Award of the International Society for Education through Art (INSEA)

 

10 basic lessons through art teaching

1. ­Arts teach children to make good judgments about qualitative relationships.
2. Arts teach children that problems can have more than one solution.
3. Arts celebrate multiple perspectives.
4. Arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity.
5. Arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know.
6. Arts teach students that small differences can have large effects.
7. Arts teach students to think through and within a material.
8. Arts help children learn to say what cannot be said.
9. Arts enable us to have experience we can have from no other source
10. Arts' position in the school curriculum symbolizes to the young what adults believe is important. 

He proposed different types of curriculum

Elliot Eisner (1994) defined three essential forms of the curriculum. Implicit curriculum, Null curriculum, explicit curriculum

Addressing Art Education in curriculum

Eisner’s passion for art fit neatly into an absence he saw in school curricula, and as a matter of progression in his work, he saw an opportunity to address the art of curriculum development and teacher’s pedagogy, as well.

Aim of Education

 The aim of education ought to be conceived of as the preparation of artists.