Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Connecting Art and People

Some Considerations for a More Effective Art History Pedagogy

Natasha Hinton

on 19 April 2010

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Connecting Art and People

Connecting Art and People:
Some Considerations for a More Effective Art History Pedagogy by Tasha Hinton The Problem "Art History as we know it tends to isolate art from people." -Bruce Allsopp "The trouble with art history? It's boring." -Jonathan Jones And why's that? Art History is taught in a way that is: Not analytical
Ignorant of the social sciences A Process of Inquiry "Curriculum...should be thought of as an ongoing
process and not a product." -Patricia Stuhr Lesson plans can be focused on concepts, and students can be called upon to make their own observations Art History ≠ Art Works Breaking out of the box of "Good Western Art" Right now, art history pedagogy places more
importance on what art is than why art is made. And that doesn't increase our understanding of peoples and cultures. “It is as though a political historian were to
limit his studies to political systems of which
he approved to the exclusion of all others.”
-Bruce Allsopp Ouch! And what message does this send to students? “What we may tell a Black student, or a Chicano student, or a Native American student when we show them European art objects is that there is something ‘wrong’ or ‘primitive’ about being non-white. We may debase any student as a human being.” -Peter Schellin “Everything I need to know about Africa is in these objects.” -Pablo Picasso "These people have art. Their art lives."
-Peter Schellin "A seperate cultural project" -Peter Schellin What are they? OK, so Art History isn't fulfilling its purposes. So... "To understand the entire culture from which an art object comes." -F. Graeme Chalmers "The understanding of the present." -Arnold Hauser “Tell stories, engage readers and inspire
new generations with the thrill of great
art.” -Jonathan Jones "Assist students in discovering the possibilities and complexities
of understanding life and death.” -Patricia Stuhr Improve students' capacity “to articulate and identify problems
which limit their lives, and therefore everyone’s life.” -Peter Schellin Teach students to "creatively imagine possibilities for
action through cultural production towards social justice
now and in the future." -Patricia Stuhr To connect art and people. Students need to learn that art reflects their own lives This is The Functions of Art Change traditional art. This is not. Art Historians rarely "mention studies in the sociology of art." -Hanna Deinhard "Study of what the artist has to 'say'...may advance our
understanding of the broader process of social
communication which makes society possible." -J.H. Barnett Art Historians are not "conservators of true Culture." -Patrick D. Hazard The "Why" of Art A comprehensive art history is analytical, multicultural, and sociological Call for more research! Education models
What to do about minorities?
How can we be sure we are
fulfilling the purposes? As Art History shies away from the social sciences, "the ultimate aim of the discipline - to understand the entire culture from which an art object comes - is defeated." -Graeme Chalmers
Full transcript