Contemporary American Art Education Research

Author: Wang Wei
Publisher:
Publish Date: 2004-04-01
Features: In the 1950s, to catch up with the Soviet Union in science and technology, the American education sector shifted its focus to science and mathematics education, leading to the survival challenges faced by art education subjects in schools at all levels. One of the most renowned post-war art educators in the U.S., Robert F. Barron, inherited the progressive education ideas of figures like John Dewey and defended art education on the grounds of fostering creativity and intellectual growth. After decades of effort, the art education field finally developed a multidisciplinary-based concept of art education from the perspective of art disciplines. The above content will be elaborated in detail in Chapters 2 and 3 of this book. Starting in the late 1960s, educators and psychologists from Harvard University's "Zero Hour Project" conducted extensive research to address issues in art education and made productive designs for its practical implementation. This is covered in Chapters 4 and 5 of the book. Chapter discusses the cultural and historical background of contemporary American art education, and the final chapter summarizes the characteristics of contemporary American art education and its implications for Chinese art education.