Here is a list of bibliographic and online resources that I used during my paper, project and study. I will include the annotated bibliography below as well, just in case the file does not open.
Annotated Bibliography
Works Cited for research paper
Link to the Ordway education program website
Annotated Bibliography
American Council for the Arts (ACA). Coming to Our Senses: The Significance of the Arts for American Education. A Panel Report. New York: American Council for the Arts, 1977.
This report, though lengthy and statistically based, gave a good overview of the changes in education during the 70’s and expectations for a role for the arts in the future. It was interesting to read the information regarding the lack of arts in classrooms across the country, and how the government had no specific plans to remedy this.
Arnheim, Rudolf. "Perceptual Abstraction and Art." Toward a Psychology of Art. Berkely: University of California Press, 1972.
This article describes how abstraction is at work in its true nature in many pieces of children’s artwork. This book presented an interesting perspective on child’s art that helped me think about their cognitive processes in a different way. Arnheim wants to nurture children by encouraging this early form of abstraction rather than cutting them off creatively by forcing top-down processes that require them to follow the rules and structure their drawings. The article was difficult to understand at first, but after I grasped the overall concepts it was easier to appreciate Arnheim’s point of view, and understand how he is trying to help children maintain their creativity.
Arts Education Partnership (AEP). The Arts and Education: New Opportunitites for Research. Washington, DC: Arts Education Partnership, 2004.
This is a perfect jumping off point for anyone interested in arts advocacy. Though it focuses mainly on the visual arts, the information presented is well organized and present a good overview of the benefits of the arts in education.
Baggini, Julian. “Who’s the Greatest?” TPM Online: The Philosopher’s Magazine. Web. 11 Feb. 2009. http://www.philosophersnet.com/magazine/printer_friendly.php?id=575
This short article gives an overview of a study done online in order to determine how the general public views art, and what they believe are the most important criterion for a work of art. An interesting read and survey.
Bodilly, Susan J., Catherine H. Augustine, and Laura Zakaras. Revitalizing Arts Education Through Community-Wide Coordination. Research. The Wallace Foundation. Santa Monica, CA: RAND Corporation, 2008.
This report provides a good overview of the trends in art education over the past few decades. The research is thorough, and the evidence is clear that art has struggled to keep a stronghold in curriculum in America. Six case-study analysis results are published detailing the strategies and outcomes of community-based arts have been successful in motivating changes in art education in the nation.
Case, Caroline and Dalley, Tessa. “Introduction.” Working With Children in Art Therapy. New York: Routledge, 1990.
The introduction of this book was more helpful than the actual articles, which is why I quoted it in my paper. The background information of the purposes of art therapy and the reasons to use or avoid certain methods helped give me an overview of the field of psychotherapy.
Clover, Darlene E. . “Community Arts as Environmental Education and Activism: A Labour and Environment Case Study.” A Labour and Environment Case Study. Convergence, 33.4 (2000):19-31. Print.
This article was interesting because it gave several clear examples of how the arts can be used in community education programs and classes, often for adults, and usually concerning the environment. It gave me a few good ideas concerning other community action items and integration possibilities.
Congdon, Kristin G. Community Art in Action. Worchester: Davis Publications, Inc., 2004.
This is a book truly meant for educators. The first few chapters cover the various forms of community art, given plenty of examples as to where we see art in our community every day, especially folk art, and why schools should utilize community art programs. The last few chapters focus on specific examples of community art programs based on focus: environmental, occupational, recreational, and cultural. It is a practical book, and helped develop my interest arts integration.
Deasy, Richard J. Critical Links: Learning in the Arts and Student Academica and Social Development. Collected Works--General. Arts Education Partnership. Washington, DC: Department of Education, 2002.
This is a compendium that summarizes the effects of art on students’ social and academic achievements. It primarily presents study findings, but the summaries and results are very helpful. It covers all of the art forms and comes to the conclusion that studies in the arts are academic, basic and comprehensive. An easy read, though lengthy, that provided plenty of statistical background for me.
deKay, Charles. “Our Artists and the Social Fabric.” The New York Times. 11 Mar. 1900: 2. Web. 4 Apr. 2009. http://query.nytimes.com/mem/archive-free/pdf?_r=2&res=9B0DE4DA153DE433A25752C1A9659C946197D6CF
This was a captivating find because it is an article written at the turn of the century, given a firsthand opinion and perspective on the social status of artists in America. The short article comments on the struggles that many artists have been through and discusses the traditional European education that most American artists feel the need to have.
Diamond, Marian, and Hopkins, Janet. Magic Trees of the Mind. How to Nurture Your Child’s Intelligence, Creativity, and Healthy Emotions from Birth through Adolescence. New York: Penguin Group, 1999.
This was a fascinating book that gave detailed descriptions of the growth and evolution of the brain from birth to childhood, to adolescence and adulthood. Each chapter provided useful information on how these changes should be dealt with and taken advantage of, both at home with stimulation and in a school environment.
Dubowski, Janek, 1998. “Art versus Language.” Working With Children in Art Therapy. Caroline Case and Tessa Dalley. New York: Routledge, 1990.
This article in the book argues that children do not necessarily develop their language and artistic skills at the same rate. However, both can be forms of expression, as can play. The article gives interesting approaches for art therapists dealing with children who have limited language abilities. A scholarly read, it was a little too in-depth for my topic.
Efland, Arthur. Art and Cognition. New York: Teacher’s College Press, 2002.
This was a very helpful book for me, especially concerning the section on cognitive affects of the visual arts. Many educational implications are discussed, possible obstacles to effective art learning and the importance of imagination are also key topics.
Eisner, Elliot W. “What can education learn from the arts about the practice of education?” Journal of Curriculum and Supervision. 18.1 (2002): 4-16.
This speech given at Stanford College provides a comprehensive list of why the arts are beneficial in school. He starts with why they have been given less attention, and then describes why the reasons are less valid than once believed. It is an easy-to-read article with plenty of educational implications on how to improve the education of art in any classroom.
Fowler, Charles. Strong Arts, Strong Schools: The Promising Potential and Shortsighted Disregard of the Arts in American Schooling. New York: Oxford University Press US, 2001.
This is an excellent book recommended to me by an art educator. It was very easy to read, and gives a very strong argument for the arts in education. I used quite a bit of information from the book,. Partly because the wording was so effective and different from many other sources I used. I would recommend this book to anyone with an interest in pursuing arts advocacy who does not know where to start.
Gardner, Howard. Frames of Mind: The theory of multiple intelligences. New York: Basic Books, 1993.
This book was helpful because it provided a psychological theory that supports the need for various classroom activities, and new teaching methods based on children’s different learning abilities and in order to help strengthen these various capabilities. It provided a good amount o information based on neurobiological evidence for the different areas of learning in the brain.
Gee, Constance Bumgarner. "Spirit, Mind and Body: Arts Education the Redeemer." Arts Education Policy Review 105.4 (2004): 9-22. Print.
This article provides a good summary of “Critical Links” (listed above), and also provides details on many other arts education advocates’ publications and research. The article also provides evidence supporting many claims that art education is good for moral values, academic integrity and, finally, social redemption concerning the value of arts in our society.
Goldin, Claudia. "Education." Historical Statistics of the United States, Earliest Times to the Present: Millennial Edition (2006).
This article gave me a good overview of basic evolution of the educational system in the United States. It gave statistics on the percentage and socioeconomic status of children who attended schools during specific time periods, and also provided information on the funding for schools and districts. The detailed history was helpful in giving me a context for my analysis of the evolution of arts education.
Hobbs, Renee. "Strengthening Media Education in the Twenty-First Century: Opportunities for the State of Pennsylvania." Arts Education Policy Review 106.4 (2005): 13-23. Print.
This article defines media education and its role in societal, cultural and economic development. The media education that most Pennsylvania students receive is based on communication opportunities related to new technology, and the articles review the media analysis and production activities currently occurring in the classroom. Recommendations are made concerning policies to use media education as a tool to build creativity skills, critical thinking, communication and collaboration.
Houser, Neil O. “Art, Aesthetics, and Citizenship Education: Democracy as Experience in a Postmodern World.” Theory and Research in Social Education. 33.1 (2005): 45-72. Print.
This paper focus on why the general population should be educated in art to properly participate in the requirements of good citizenship. The author argues that art is a more efficient way to educated students on the issues and complexities in our modern society rather than classes such as civics, or social studies. The search for a common worldview of arts and aesthetics in a postmodern world is difficult, but important to explore.
Krathwohl, David R. “A Revision of Bloom’s Taxonomy: An Overview” Theory into Practice. 41.4 (2002): 212-218. Print.
This short article was helpful for me to recall important information about Bloom’s taxonomy and the implications of the theory in educational practices. The author argues that the taxonomy supports the idea that the human brain has dual functions and that students need varied input sources for maximizing their learning capabilities.
London, Peter. Step Outside. Portsmouth: Heinemann, 1994.
This book provides a wonderful overview of what community education is, and why it is so important to a child’s education in an artistic sense. There are plenty of good examples for how to initiate and continue projects and small programs of community based artwork. I used this to generate further ideas for art lesson plans, and also to learn more about community action education.
Louv, Richard. Last Child in the Woods. Chapel Hill: Algonquin Books of Chapel Hill, 2008.
Louv argues that a nature deficit in youth can present cognitive, social, sensory and spiritual problems in children that are severely lacking a connection with their natural environment. The book presented many opportunities for communities to encourage educational systems and public schools to turn to the outdoors for natural learning settings and realistic projects that deal with discovery, imagination and problem solving.
---.. “Leave No Child Inside.” Orion Magazine. March/April 2007. Print.
The article in general presents a more concise argument than the book, Last Child in the Woods, but still covers plenty of specific issues related to enviornmental education in youth. It is a good reminder of how we can incorporate community action for improving children’s exposure to nature as well as encouraging children’s imaginative play.
Mazo, Joseph H. Prime Movers: The Makers of Modern Dance in America. London: A. and C. Black, 1977.
I used this book to help supplement my knowledge of the revolution in dance that was influential on society and reflect the changes in viewpoint that American dances came to value. The book overall had a very good overview of dance in America and its social implications.
Pink, Daniel. A Whole New Mind: Moving from the information age to the conceptual age. New York: Riverhead Books, 2005.
This was a fascinating book based on the premise that our world is quickly changing from one dependent on “left brain” thinkers to one that is in desperate need of “right brain” thinkers. In other words, entertainment, particularly in the arts and creative careers are in much higher demand than they have recently been, simply because our technology can take care of many things that humans used to do. It was a very easy to read, interesting book.
Singer, Dorothy G. and Jeromen L. Singer. Imagination and Play in the Electronic Age. Massachusetts: Harvard University Press, 2005.
This book presents and interesting perspective on the affects of media and technology in the lives of young children. The focus is primarily imagination and educational implications of television, movies and video games, but I also found some useful information on art therapy for children after times of disaster or trauma.
Southern, Eileen. Music of Black Americans. New York: W. W. Norton & Company, 1997.
I used this book to discover more about the cultural connection that African Americans have with music, and how it is a representation of their social values. The music is also a strong form of expression for the people and this information was useful to me in studying different forms of cultural expression in a community setting.
Sroufe, L. Alan. Emotional Development: The Organization of Emotional Life in the Early Years. Cambridge University Press, 1996.
This book gave me a good insight into the early developmental stages of babies and toddlers. The explanations of emotional development and socialization were very helpful for determining a few sources of personal expression in youth.
Stankiewicz, Mary Ann. "Middle Class Desire: Ornament, Industry and Emulation in 19th-Century Art Education." Studies in Art Education 43.4 (2002): 324-338. Print.
This article helped me contextualize the evolution of art history with the changes in economy and social status during the 18th century in America. It was a very easy read, and provided lots of accurate historical information as well as plenty of social values of the times.
—. Roots of Art Education Practice. Ed. Marilyn G. Stewart. Worcester: Davis Publications, Inc., 2001.
This book gives a detailed history of art education in America. It describes the various practices and focal points of art in the classroom over the past two centuries of public schooling. It mostly focuses on visual arts such as drawing and painting. There is a certain emphasis on social classes and gender roles in schools, particularly during the eighteenth century, which I found very helpful.
Strand, Katherine. "The Heart and the Journey: Case Studies of Collaboration for Arts Integrated Curricula." Arts Education Policy Review 108.1 (2006): 29-40. Print.
This article provided several case studies that advocate the necessity of critical and creative thinking in the arts in order to fully integrate them into the general curriculum. It provides detailed information on the two programs, one a summer theater program and the other a gifted and talented arts program in the community.
Walker, Sydney R. Teaching Meaning in Artmaking. Ed. Marilyn G. Stewart. Worcester: Davis Publications, Inc., 2001.
This book is a good resource for teachers of visual arts. It give plenty of project ideas for art that has a deeper meaning than simple aesthetic value. It provides methods for getting students personally involved in the process of art rather than being preoccupied with the end result. It also includes a good deal of background information on artists that would be helpful for the students to learn about in preparation for their projects.
Zornitzer, Amy. "Revolutionaries of the Theatrical Experience: Fuller and the Futurists." Dance Chronicle 21.1 (1998): 93-105. Print.
This article was another helpful source for me regarding the evolution of dance and theater around the turn of the century. The explanations of why these dancers and theatrical performers turned to modern technologies and theories was helpful for me in discovering the cultural impacts on the modern arts.
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