Art Criticism and Aesthetics for Teachers
Course #: ART ED 572
Course Description: This graduate course is an exploration of art criticism and aesthetics as part of a comprehensive art education curriculum with practical application in a K-12 setting.
Texts: Course Reader Available from COE Copy Center.
Barrett, T. (1996) Criticizing Art:
Understanding the contemporary.
Barrett, T. (Ed.). (1995). Lessons for teaching art criticism.
Stewart, M.G. (1997). Thinking through aesthetics.
Optional Texts:
Lankford, L. (1992) Aesthetics: Issues and Inquiry
Moore, R. (1995) Aesthetics for Young People
Ragins, R. (1995). Arttalk.
Wolff, T.F. & Geahigan, G. (1997). Art criticism and education.
Yenawine, P. (1995). Key Art Terms
for Beginners
Methods of Instruction: Class discussion,
art making, individual reading and
research, small group work, lectures. Students who have special needs
that may
affect their ability to benefit from their educational experience are
asked to
disclose those needs to me as early as possible so I can arrange appropriate
accommodations.
Attendance: Class attendance
is mandatory. Two absences are allowed. Three
absences will result in one letter grade lower. Four
absences will be reason for failing.
Three times tardy or leaving early will equal one absence.
The grade of I (Incomplete)
is given only when circumstances beyond the student's control have prevented
completion of the work of a course within the official dates of a session.
Assignments: Article abstracts and learning plans must
be typed. All work is to be
turned in on the due date. Points will be
deducted for each weekday the paper or
project is late. Learning plans completed
on time can be re-done but must be
returned within one week.
1. Article Abstracts 20
2. In-class Art Critical and Studio Inquiry Exercises 20
3. Learning Plans 20
4. Journal of Art Reviews (15) 15
5. Teaching art critical inquiry 15
6. Graduate Research Paper - Art Critical Review of Exhibition 30
_______________________________________________________
TOTAL 120
Graduate Grading:
A+ 120 Superior
A 114 - 119 Distinguished; surpassed expectations
A- 108 - 113 Admirable; above most expectations
B+ 106 - 107 Excellent; met expectations
B 100 - 105 Respectable work; completed most assignments well
B- 96 - 99 Good work; satisfied requirements
C+ 94 - 95 Fair work; completed most assignments
C 88 - 93 Mediocre work
C- 84 - 87 Mediocre and poor work
D+ 82 - 83 Poor work
D 77 - 81 Poor and incomplete work
D- 72 - 76 Poor, incomplete and late work
F 71 and below Failing
2 CA/ pp. 14, 22-28 Why is art criticism not a studio critique?
LTAC/pp. 7-11 Writing a Learning Plan (Handout)
DUE: Article abstract #1
l
3 CA/ Chapter 3 Description and Formal Analysis
DUE: Article Abstract #2
FIELD TRIP: UNM Art Museum
4 CA/ Chapter 4 Interpretation
DUE: Journal
5 TTA/ Chapter 1 Fakes and Forgeries
VIDEO: The Fine Art of Faking It
DUE: Article abstract #3
6 TTA/ Chapter 2 Judging Art Ð You be the judge
DUE: Article abstract #4 (2 for grads)
Journal
7
MEET AT:
Coleman Gallery & New Grounds
3812 Central Ave., S.E. 232-0224
8
MEET AT:
Magnifico
516 Central Ave. 242-8244
DUE: Journal
9
MEET AT: Nat'l Hispanic Cultural
Center
1701
4th Street, S.W. 246-2261
10 TTA/ Chapter 3 Philosophical Dialogue/Sinking Ship
DUE: Article Abstract # 5
Journal
11 CA/
Chapter 6
Writing about art
LTAC/ pp. 61-72
DUE: Art Critical Review
12 Course Reader/ p. 54, 66-81 Aesthetics in the classroom
DUE: Article Abstract # 6
Journal
13 Course Reader/ pp. 56 MEET AT: Harwood Art Center,
1114th 7th Street, NW 242-6367
DUE: Learning Plans
Journal
14 TTA/ Chapter 6 Classroom dialogue
Course Reader/pp. 57-58, DUE: Article Abstract # 7
102-105, 142-147
15 Course Reader/ pp. 62, Stages of aesthetic development
pp. 192-194 The aesthetic experience
DUE: Article Abstract # 8
16 Course reader/pp. 63, Talking and writing about art
pp. 186-190
17 Finals Week TBA
TTA = Thinking Through Aesthetics
CA = Criticizing Art
LTAC = Lessons for Teaching
Art Criticism
Article Abstracts Ð (20 points)
Graduate students are required to choose a total of
ten (10) articles. Students are required
to choose a total of five (5) articles from the reading assignments
list (not the Reference
and Reading List) and write a 50-word abstract or summary of each article.
Limiting your
summary to 50 words forces you to focus on the information that you think
is essential to
summarize the article. Read only what is
listed for the particular week the abstract is due.
The readings and articles can be found in the textbooks and in
the Course Reader.
In-class Inquiry Exercises Ð (20 points)
Periodically throughout
the quarter we will be doing exercises in class to assist you in
understanding the inquiry model of teaching art criticism and aesthetics. These must
be completed and turned in to receive the points.
Learning Plan - (20
points)
Graduate students are required to complete
two learning plans that focus on art criticism
and aesthetics. The learning plan format will
be discussed during class.
Journal of Art Reviews Ð (15 points)
Students are expected to keep a journal of weekly
art reviews. Journals must be turned
n every other Wednesday. Please purchase a small spiral-bound 5" x 8" notebook to
record your responses. Every other week during
the semester you will need to find a review
of a visual art show (solo or group) from any newspaper or journal. Many of these can be
found in the Fine Arts Library. Examples
include: The Albuquerque Journal, The Alibi,
The New York Times, ARTNews, Art in America, Art Forum, etc. Read the review and
write
a short summary. This should only be one or two paragraphs long.
Provide the Week
Number, the name, date, and page number(s) of the journal or newspaper,
the title of the
article, the author, the artist(s) being reviewed, the gallery or exhibition
space, and something
about the work.
Graduate students are expected to complete a review
of an exhibition of contemporary art at
one of several local art galleries around the greater-Albuquerque or Santa
Fe area. A list of
galleries and addresses will be provided. This should be from 1000 to
1500 words. Students
are encouraged to submit the final copy, after the instructor's editing,
to The Daily Lobo for
publication. A total of 30 points can be earned.
You can earn five (5) additional points if
your review is published in The Daily Lobo.
Graduate
students will be expected to teach one art critical inquiry session to the
class at a
specific gallery exhibition. Graduate students
will be expected to create worksheets for
students to complete that provide a list of questions to help spark a
discussion of the exhibited art works.
REFERENCE AND READING LIST
ART ED 572 (472)
Art Criticism and Aesthetics
for Teachers
Barrett, T. (Ed.). (1995). Lessons for teaching art criticism. Bloomington,
IN: Social Studies Development Center.
Barrett, T. (1994). Criticizing
art: Understanding the contemporary. Mountain View, CA: Mayfield.
Barrett, T. (1992). Criticizing
photographs: An introduction to understanding images. Mountain View, CA: Mayfield.
Barrett, T. (1988). A
comparison of the goals of studio professors conducting critiques and art education goals for teaching
criticism. Studies in Art Education, 30(1), 22-27.
Bolin, P. (1996). We are
what we ask. Art Education, 49(5), 6-10.
Congdon, K.G. (1989). Multi-cultural
approaches to art criticism. Studies in Art
Education, 30(3), 176-184.
Congdon, K.S. (1986). The
meaning and use of folk speech in art criticism. Studies
in Art Education, 27(3).
Crawford, D.W. (1987). Aesthetics
in discipline-based art education. Journal of Aesthetic Education, 21 (2), 229-239.
Cromer, J. (1990). Criticism:
History, theory and practice of art criticism in art education. Reston, VA: NAEA.
Eaton, M.M. (1988a). Defining
the issues: An overview. Basic issues in
aesthetics. Belmont,
CA: Wadsworth.
Eaton, M.M. (1988b). Artistic
Intentions. Basic issues in aesthetics. Belmont, CA: Wadsworth.
Erikson, M. (1988). Teaching
aesthetics K-12. In S.M. Dobbs (Ed.) Research
readings in discipline based art education:
A journey beyond
creating. Reston,
VA: National Art Education Association.
Frueh, J. (1988). Towards
a feminist theory of art criticism. In A. Raven,
C.L. Langer & J. Frueh (Eds.) Feminist art
criticism: An
anthology. Ann
Arbor, MI: UMI Research Press.
Gottner-Abendroth, H. (1986).
Nine principals of a matriarchal aesthetic. In
G. Ecker (Ed.), Feminist aesthetics. Boston:
Beacon Press.
Hamblen, K. (1991). Instructional
options for aesthetics: Exploring the possibilities. Art
Education, 44(6), 12-24.
Hamblen, K. (1984). Don't
you think some brighter colors would improve your painting: - or, constructing
questions for art
dialogues.
Art Education, 37(1), 12-14.
Jenkins, N., et al. (1992). Clarity
and distance that does not exclude love: Four prominent critics talk about
their close
encounters with
art. ARTnews, Sept., 84-89.
Langer, S. (1971). The
cultural importance of the arts. In R. Smith
(Ed) Aesthetics and problems of education. Urbana,
IL: University of Illinois Press.
Lankford, L. (1992). Aesthetics:
Issues and inquiry. Reston, VA: National Art
Education Association.
Lipman, M., Sharp, A.M., & Oscanyon, F.S. (1980a). Teaching methodology: Value considerations and standards
of
practice. Philosophy
in the classroom (2nd Ed).
Lipman, M. et al. (1980b). Guiding a philosophical discussion. Philosophy in the classroom (2nd Ed).
Moore, R. (Ed.) (1995). Aesthetics for young people.
Reston, VA: NAEA.
Neill, A. & Ridley, A. (1995).
Arguing about art: Contemporary philosophical debates. New York:
McGraw-Hill.
Parsons, M. (1987). Overview of the five stages. How we understand art. New York: Press Syndicate of Cambridge
University Press.
Raggins, R. (1995). Arttalk
(2nd ed.). New
York: Glencoe.
Stewart, M. G. (1997). Thinking
through aesthetics. Worcester, MA: Davis.
Wolff, T.F. & Geahigan, G. (1997). Art criticism and education. Urbana, IL: University of Illinois Press.
Yenawine, P. (1995). Key
Art Terms for Beginners. New York: H.N. Abrams.