The paper analyzes the theories of educators and child psychologists surrounding the integration of art education into other aspects of learning in schools.
Written in 2002; 5,866 words; 12 sources; MLA; $ 140.95
Paper Summary:
The paper examines the ideas and scholarly work of Elliot Eisner who does not favor a technocratic approach to teaching, as well as exploring Howard Gardner's comprehensive perspectives on the interplay between art and child development. The paper also looks at several examples of real-life scenarios in various schools to emphasize the different educational philosophies being implemented.
From the Paper:
"In Art, Mind, and Brain: A Cognitive Approach to Creativity, one of Gardner's earlier works, he illustrates some of the dangers of moving away from a creative element to education. A child's early years he characterizes as a golden age of creativity, which he claims is later hampered as the child is beset by the social pressures of peers his or her age. Whereas a six year old child is employing various symbols and designs to convey meaning, a nine or ten year old child is often much more conventional; Gardner claims that the pressure for children to conform, even when they are playing, limits their ability to experiment and grow from experimentation or novelty. Some stop drawing and artistry languishes during this "literal stage" when many see the playful exploration previously enjoyed as being behind them and unbecoming of them."
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