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
- Arts teach children to make good judgments about qualitative relationships.
- Arts teach children that problems can have more than one solution.
- Arts celebrate multiple perspectives.
- Arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity.
- Arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know.
- Arts teach students that small differences can have large effects.
- Arts teach students to think through and within a material.
- Arts help children learn to say what cannot be said.
- Arts enable us to have experience we can have from no other source
- 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.
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