A History of Design Education Survey of Art Education Literature ED602 Art and Design Education from the Present to 1850
A History of Design Education
Jan 16, 2015
A look at some of the personalities, publications and pedagogy that changed design education in the United States, from the present to 1850.
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A History of DesignEducation
Survey of Art Education Literature
ED602
Art and Design Education from the Present to 1850
A History of DesignEducation
Survey of Art Education Literature
ED602
PersonalitiesPublicationsPedagogy
Art and Design Education from the Present to 1850
A History of DesignEducation
March ©2012
Survey of Art Education Literature
ED602
PersonalitiesPublicationsPedagogy
Adnan Lotia
Art and Design Education from the Present to 1850
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Meredith DavisBorn in Pittsburgh, 1948, based in Raleigh, North Carolina
Studied at Cranbrook Academy of Art (1970s)
Taught at North Carolina State University CoD (1989)
Reinforced design process at higher education level
Design process can assist in problem solving, creativity
Founder of Graphic Design Education Association and AIGA fellow
Contributor to Arts Education Policy Review and the International Journal of Design
Working on college-level textbooks for graphic design
Principlesemphasisbalanceharmonyvarietymovementrhythmproportionunity
Elementsformlineshape colortexturespace
In Art Education...1970s // Art and Social Order / Interdiciplinary Art Education Multiculturalism / DBAE
1980s // Nonstudio Art Instruction / Museum Education
1990s // Visual Culture / Neo-DBAE
2000s // Us!
Your Community and Secure Ladder, posters by Meredith Davis
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Laura ChapmanBased in Cincinatti, Ohio
Taught at Indiana University, Ohio State University, University of Illinois, and University of Cincinnati
Introduced design fundamentals at elementary school level
Creative expression is subordinate to concepts
Methods of learning design to describe and analyze art
Behaviorist, scientific, and analytic approach
Published Discover Art (1985), and Adventures in Art (1994)
Davis Press, publishers of SchoolArts (1901)
Principlesbalancerhythmproportionpatternunityvariety
Elementslineshapecolortexturespacevalue
In Art Education...1950s // Viktor Lowenfeld / Creative Expression / Child-centrric / Direct Creativity
1960s // Manuel Barkan / Art as Subject Matter / Teacher as Guide / Visual Literacy / Environment Design
1970s // Art and Social Order / Interdiciplinary Art Education Multiculturalism / DBAE
Discover Art (1985)
Adventures in Art (1994): Student’s and Teacher’s Editions
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Principlesapproximation
repetition
continuance
closure
Elements
unity
balance
rhythm
György KepesBorn in Selyp, Hungary, 1906
Studied painting in Budapest, 1926, then turned to film
Publication, stage and exhibition designer in Berlin, 1930
Taught at The New Bauhaus, 1937, Brooklyn College, 1943
“Visual communication is universal and international”
Developed an institutional approach to design education
Created academic community of design educators
Published Language of Vision (1944) on design education
Influenced by Laszlo Moholy-Nagy, taught Saul Bass
In Art Education...1930s // The Bauhaus / Industrial Art & Craft / Higher Education / Modernism
1940s // Sigmund Freud / Art Therapy / Art Morality / Social Responsibility
1950s // Viktor Lowenfeld / Creative Expression / Child-centric / Direct Creativity
1960s // Manuel Barkan / Art as Subject Matter / Teacher as Guide / Visual Literacy / Environment Design
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Principlesapproximation
repetition
continuance
closure
Elements
unity
balance
rhythm
György KepesBorn in Selyp, Hungary, 1906
Studied painting in Budapest, 1926, then turned to film
Publication, stage and exhibition designer in Berlin, 1930
Taught at The New Bauhaus, 1937, Brooklyn College, 1943
“Visual communication is universal and international”
Developed an institutional approach to design education
Created academic community of design educators
Published Language of Vision (1944) on design education
Influenced by Laszlo Moholy-Nagy, taught Saul Bass
In Art Education...1930s // The Bauhaus / Industrial Art & Craft / Higher Education / Modernism
1940s // Sigmund Freud / Art Therapy / Art Morality / Social Responsibility
1950s // Viktor Lowenfeld / Creative Expression / Child-centric / Direct Creativity
1960s // Manuel Barkan / Art as Subject Matter / Teacher as Guide / Visual Literacy / Environment Design
Gyorgy Kepes, 1974
Saul Bass, film poster for Vertigo, 1958
Gestalt psychology optical images
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In Art Education...1930s // The Bauhaus / Industrial Art & Craft / Higher Education / Modernism
1940s // Sigmund Freud / Art Therapy / Art Morality / Social Responsibility
1950s // Viktor Lowenfeld / Creative Expression / Child-centric / Direct Creativity
Principlesproportion
emphasis
subordination
harmony / unity
variety
Elementslineformcolortexture
Victor d’AmicoBorn in New York, 1905
Established Young People’s Gallery at MoMA, 1937
Became Director of Education Department at MoMA, 1939
Founded Children’s Art Carnival, 1942–1969
Professional art is the model for children’s art education
Studied at Cooper Union, Pratt and Teachers College in 1920s
Developed a creativist approach to art education
Published Creative Teaching in Art (1942)
Alumni trustee at Pratt Institute, 1957–1962
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In Art Education...1930s // The Bauhaus / Industrial Art & Craft / Higher Education / Modernism
1940s // Sigmund Freud / Art Therapy / Art Morality / Social Responsibility
1950s // Viktor Lowenfeld / Creative Expression / Child-centric / Direct Creativity
Principlesproportion
emphasis
subordination
harmony / unity
variety
Elementslineformcolortexture
Victor d’AmicoBorn in New York, 1905
Established Young People’s Gallery at MoMA, 1937
Became Director of Education Department at MoMA, 1939
Founded Children’s Art Carnival, 1942–1969
Professional art is the model for children’s art education
Studied at Cooper Union, Pratt and Teachers College in 1920s
Developed a creativist approach to art education
Published Creative Teaching in Art (1942)
Alumni trustee at Pratt Institute, 1957–1962
Victor d’Amico at Children’s Art Carnival in New Delhi, India, 1963
Motivational activities at the Children’s Art Carnival, 1956
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Principlesunitysubordination oppositionbalancerhythmsymmetry
Elements
line
mass
color
In Art Education...1920s // John Dewey / USA Progressive Education / Differented Learning
1930s // Melvin Haggerty / Owatonna Art Project /
Art in Daily Living / Social Consciousness
1930s // The Bauhaus / Industrial Art & Craft / Higher Education / Modernism
Franz CižekBorn in Bohemia (now Czech Republic), 1865
Inspired by the artwork of a carpenter’s children, 1885
Started the Juvenile Art Class in Vienna, 1897
Exhibitions of Children’s Art in London, 1934 and 1935
Self-directed, strongly differentiated art education
Child-centric learning, child-friendly environment
Discovered linocut to enable printmaking for children
Influenced by Seccessionists Otto Wagner and Gustav Klimt
Trained artist / educator Erika Giovanna Klien
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Principlesunitysubordination oppositionbalancerhythmsymmetry
Elements
line
mass
color
In Art Education...1920s // John Dewey / USA Progressive Education / Differented Learning
1930s // Melvin Haggerty / Owatonna Art Project /
Art in Daily Living / Social Consciousness
1930s // The Bauhaus / Industrial Art & Craft / Higher Education / Modernism
Franz CižekBorn in Bohemia (now Czech Republic), 1865
Inspired by the artwork of a carpenter’s children, 1885
Started the Juvenile Art Class in Vienna, 1897
Exhibitions of Children’s Art in London, 1934 and 1935
Self-directed, strongly differentiated art education
Child-centric learning, child-friendly environment
Discovered linocut to enable printmaking for children
Influenced by Seccessionists Otto Wagner and Gustav Klimt
Trained artist / educator Erika Giovanna Klien
Artwork by students age 14 from Cizek's Juvenile Art Class
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In Art Education...1870s // Walter Smith / English / Boston Industrial Drawing / Systematic Instruction
1880s // John Dewey / USA Progressive Education / Integrated Study
1900s // Henry Turner Bailey SchoolArts Magazine / Pictorial Drawing / Ornament Art Nouveau
Valueswhitehigh lightlightlow lightmidvaluehigh darkdarklow darkblack
Elements
harmony
balance
rhythm
Denman RossBorn in Cincinnati, Ohio, 1853
Studied political economy at Harvard University, 1880
Started teaching design and art theory at Harvard, 1889
Becomes trustee at Museum of Fine Arts in Boston, 1895
Traveled the world, studying the art of many cultures, 1910s
Developed an academic approach to design education
Published design manual, A Theory of Pure Design (1907)
Knew John Singer Sargent and Joseph Lindon Smith
Taught Jack Levine and Hyman Bloom
1 8 5 0 1 8 6 0 1 8 7 0 1 8 8 0 1 8 9 0 1 9 0 0 1 9 1 0 1 9 2 0 1 9 3 0 1 9 4 0 1 9 5 0 1 9 6 0 1 9 7 0 1 9 8 0 1 9 9 0 2 0 0 0 2 0 1 0 2 0 2 0
In Art Education...1870s // Walter Smith / English / Boston Industrial Drawing / Systematic Instruction
1880s // John Dewey / USA Progressive Education / Integrated Study
1900s // Henry Turner Bailey SchoolArts Magazine / Pictorial Drawing / Ornament Art Nouveau
Valueswhitehigh lightlightlow lightmidvaluehigh darkdarklow darkblack
Elements
harmony
balance
rhythm
Denman RossBorn in Cincinnati, Ohio, 1853
Studied political economy at Harvard University, 1880
Started teaching design and art theory at Harvard, 1889
Becomes trustee at Museum of Fine Arts in Boston, 1895
Traveled the world, studying the art of many cultures, 1910s
Developed an academic approach to design education
Published design manual, A Theory of Pure Design (1907)
Knew John Singer Sargent and Joseph Lindon Smith
Taught Jack Levine and Hyman Bloom
Denman Ross, Allen Parker (1930)
Hyman Bloom, Rabbi with Torah (1955)
Jack Levine, The Last Waltz (1962)
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Arthur Wesley DowBorn in Ipswich, Massachusetts, 1857
Studied painting at the Academie Julian in Paris, 1884
Started a summer arts and crafts school in Ipswich, 1891
Taught at Pratt Institute (1895) and Teachers College (1904)
Heavily influenced by Japanese art, particularly woodblock
Traveled the world, studying the art of many cultures, 1906
Developed an institutional approach to art education
Published Composition (1899), highly influencing the field
Influenced by William Morris, taught Georgia O’Keeffe
Elements
line
notan
color
Principlesopposition
transition
subordination
repetition
symmetry
In Art Education...1870s // Walter Smith / English / Boston Industrial Drawing / Systematic Instruction
1880s // John Dewey / USA Progressive Education / Integrated Study
1900s // Henry Turner Bailey SchoolArts Magazine / Pictorial Drawing / Ornament Art Nouveau
1 8 5 0 1 8 6 0 1 8 7 0 1 8 8 0 1 8 9 0 1 9 0 0 1 9 1 0 1 9 2 0 1 9 3 0 1 9 4 0 1 9 5 0 1 9 6 0 1 9 7 0 1 9 8 0 1 9 9 0 2 0 0 0 2 0 1 0 2 0 2 0
Principlesopposition
transition
subordination
repetition
symmetry
In Art Education...1870s // Walter Smith / English / Boston Industrial Drawing / Systematic Instruction
1880s // John Dewey / USA Progressive Education / Integrated Study
1900s // Henry Turner Bailey SchoolArts Magazine / Pictorial Drawing / Ornament Art Nouveau
Elements
line
notan
color
Arthur Wesley DowBorn in Ipswich, Massachusetts, 1857
Studied painting at the Academie Julian in Paris, 1884
Started a summer arts and crafts school in Ipswich, 1891
Taught at Pratt Institute (1895) and Teachers College (1904)
Heavily influenced by Japanese art, particularly woodblock
Traveled the world, studying the art of many cultures, 1906
Developed an institutional approach to art education
Published Composition (1899), highly influencing the field
Influenced by William Morris, taught Georgia O’Keeffe
The Long Road (1898) and August Moon (1905), woodcuts by Arthur Wesley Dow
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Thank You
SourcesHamblen, K. A. 1985. An Art Education Chronology: A Process of Selection and Interpretation, in Studies in Art Education 26(2), pp. 111–120.
Kim, N. 2006. A History of Design Theory in Art Education, in Journal of Aesthetic Education 40(2), pp. 12–28.
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