English Version
Abstract
In his forward to Curriculum in Abundance (2006), curriculum theorist William Pinar suggests that education should offer opportunities for self-formation which include the cultivation of our capacity to surrender, begin again, and dwell in possibility. This paper examines the theory and art education practices of a forgotten and often undervalued art educator, Henry Schaefer-Simmern, whose methodology seems congruent with some of the goals of holistic education today. Substantial insights were gleaned through interviews with one of his former students, Professor Emeritus of Art Education, Roy Abrahamson. Dr. Abrahamson's collection of published and unpublished papers on Schaefer- Simmern, his art work done under Schaefer-Simmern's direction, and his collection of student work extended my understanding of an alternative, yet viable, holistic approach to teaching and learning. Another look at this kind of art instruction is valuable as a part of a contemporary holistic practice.
In his forward to Curriculum in Abundance (2006), curriculum theorist William Pinar suggests that education should offer opportunities for self-formation which include the cultivation of our capacity to surrender, begin again, and dwell in possibility. This paper examines the theory and art education practices of a forgotten and often undervalued art educator, Henry Schaefer-Simmern, whose methodology seems congruent with some of the goals of holistic education today. Substantial insights were gleaned through interviews with one of his former students, Professor Emeritus of Art Education, Roy Abrahamson. Dr. Abrahamson's collection of published and unpublished papers on Schaefer- Simmern, his art work done under Schaefer-Simmern's direction, and his collection of student work extended my understanding of an alternative, yet viable, holistic approach to teaching and learning. Another look at this kind of art instruction is valuable as a part of a contemporary holistic practice.
Introduction
Sixty years ago, Henry Schaefer-Simmern, an émigré artist, teacher, and scholar fled Nazi Germany and settled in New York. His art work became known through exhibits at Harvard, Columbia Teachers College, and the Museum of Modern Art. Through his connection with the Carnegie Association and Thomas Munro in Cleveland (Berta, 1994), Schaefer-Simmern began refining what would become his life’s legacy: theories that explored visual conceiving and the stages of artistic formation. Though he verified through extensive research that his theories and methodologies worked with diverse populations, even today his research and teaching are not widely known or understood in art education. Schaefer-Simmern’s ideas have enormous implications for holistic approaches to teaching art that 1) address the role of artistic behaviors in shaping the whole person, 2) show how the development of artistic thinking is closely linked to the ownership of the individual’s creative process, and 3) encourage problem finding and problem solving skills through art that could have applications outside the domain.
Journals for full download on the link below
Journals for full download on the link below
RSS Feed 
Tidak ada komentar:
Posting Komentar