National Art Education Association

Art, Artists, and Art Education by Kenneth M. LansingArt Education, Vol. 23, No. 8 (Nov., 1970), pp. 38-39Published by: National Art Education AssociationStable URL: http://www.jstor.org/stable/3191530 .

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38 38

this the author writes on philosophi- cal points concerning awareness, em- pathy, and integrity of the artist and his relationship to watercolor.

In another section, Reep writes briefly on various schools and move- ments such as German Expressionism, Cubism, Futurism, Dadaism, Surreal- ism, and Pop and Op Art. The chap- ter on "A Chronology of Change" is an especially interesting, enlighten- ing chapter primarily because the author lets the reader glimpse personal autobiographical thoughts about the artist and watercolor paint- ing. As one would expect in a book on painting, there is a section on related media (gouache, tempera, synthetic paints); it seems adequate and is well written. The section in the Appendix on materials and equip- ment is weak, primarily because it is too short to elaborate on anything that is vital. I expected more in this last part because the book, as a whole, is quite good. Gary Barlow Dayton, Ohio

ART, ARTISTS, AND ART EDUCA- TION. Kenneth M. Lansing. New York: McGraw-Hill Book Co., 1970. 650 pp. $10.95.

It is no surprise that a book which undertakes so vast a theme would have to be 650 pages in length, for this tremendous volume is in all senses a working manual for the art education classroom. It is a book intended for the art education stu- dent-the future art teacher and art supervisor in the elementary and secondary school, and for the ele- mentary classroom teacher who must teach all or at least part of the art activities in the class he directs. One knows at once that the book grew out of the university art education class, the workshop for in-service teachers, and beyond that, the ele- mentary and secondary school art program. It is sound in philosophy, compact with knowledge, down to earth in a manner that is "real"- making it all the more valuable for teachers. One senses, indeed, as one reads, the damp aroma of papier mache paste, the questioning faces of elementary teachers at an art workshop, and the meandering of a six-year-old's brush, heavy with ultramarine.

this the author writes on philosophi- cal points concerning awareness, em- pathy, and integrity of the artist and his relationship to watercolor.

In another section, Reep writes briefly on various schools and move- ments such as German Expressionism, Cubism, Futurism, Dadaism, Surreal- ism, and Pop and Op Art. The chap- ter on "A Chronology of Change" is an especially interesting, enlighten- ing chapter primarily because the author lets the reader glimpse personal autobiographical thoughts about the artist and watercolor paint- ing. As one would expect in a book on painting, there is a section on related media (gouache, tempera, synthetic paints); it seems adequate and is well written. The section in the Appendix on materials and equip- ment is weak, primarily because it is too short to elaborate on anything that is vital. I expected more in this last part because the book, as a whole, is quite good. Gary Barlow Dayton, Ohio

ART, ARTISTS, AND ART EDUCA- TION. Kenneth M. Lansing. New York: McGraw-Hill Book Co., 1970. 650 pp. $10.95.

It is no surprise that a book which undertakes so vast a theme would have to be 650 pages in length, for this tremendous volume is in all senses a working manual for the art education classroom. It is a book intended for the art education stu- dent-the future art teacher and art supervisor in the elementary and secondary school, and for the ele- mentary classroom teacher who must teach all or at least part of the art activities in the class he directs. One knows at once that the book grew out of the university art education class, the workshop for in-service teachers, and beyond that, the ele- mentary and secondary school art program. It is sound in philosophy, compact with knowledge, down to earth in a manner that is "real"- making it all the more valuable for teachers. One senses, indeed, as one reads, the damp aroma of papier mache paste, the questioning faces of elementary teachers at an art workshop, and the meandering of a six-year-old's brush, heavy with ultramarine.

The high value of the book lies in its practical encompassing of all aspects of the questions, difficulties, and delights of teaching art. The author raises all possible questions which come to the minds of future

The high value of the book lies in its practical encompassing of all aspects of the questions, difficulties, and delights of teaching art. The author raises all possible questions which come to the minds of future

This content downloaded from 195.34.79.20 on Mon, 16 Jun 2014 18:00:39 PMAll use subject to JSTOR Terms and Conditions

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A COMPLETE ART COURSE IN 2 VOLUMES, WITH COLOR SLIDES These two large, beautiful books, to- gether with correlated slide sets, are a complete history of art, ready for use by any teacher as the basis for a course in art history. They come complete with correlated slide sets. Janson's History of Art, with 20 free slides, $18.50. Arnason's History of Modern Art, with 25 free slides, $25.00. Either book is available with 100 corre- lated slides for $89.00; with 250 slides, $175; with 600 slides, $395. 10% dis- count when both. books with slide sets are ordered. All illustrations in the books are avail- able on slides. NEW BOOKS AND SLIDE.S The new Universal catalog (see right hand column) lists latest books and color slides, such as Norman Rockwell, Andy Warhol, Pop Art, New book "Moon - Man's Great- est Adventure" with 25 free slides $45.00. Sets of 50 and 100 slides available.

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teachers and practising teachers in regard to art; he clarifies these, com- pares, warns, and offers solutions; and then he wisely leaves many answers to the individual teacher, to be worked out on the field of experience.

The book begins where it should: with art-with a discussion of all the misconceptions and confusions which come from children, from teachers with or without art training, and from parents and principals- such things as what is the difference between good and bad art, profes- sional and child art, and poor art and nonart. The author discusses the answers offered by authorities in the field; he compares, criticizes, and interprets these, but the reader again is left to form his own convictions.

The section on art education is rich in material needed by the art and the elementary teacher: a knowledge of the stages of child development in art expression and a study of possible projects, means of motivation, ma- terials, and possible difficulties at various levels. Every conceivable question is discussed, from classroom management, to keeping bristle brushes in good condition, from en- couraging the child who will not create, to teaching aesthetics in the kindergarten.

There is a valuable chapter on the

art supervisor: his relation to others in the school, the use of evaluation forms, and the planning of meetings, workshops, and orientation for new art teachers. Another significant chap- ter concerns art education research, its pitfalls, its values, ways to use it effectively, and new research yet needed.

Concerned as the book is with objectives, with practical matters, and with the great complexity of art in the public school setting, it is firmly based on the necessity of art for the richness of human life. It states the major aim of art education as the production of artists and con- noisseurs of art-to whatever height each is capable of attainment. It is guided by the conviction that art is valuable because it "presents the nature of things from the artist's per- sonal and sensitive point of view." Hence the individual's sensitive per- ception of experience and his expres- sion of his response are placed at the center of the whole matter of education in the arts.

The art teacher, the future art teacher, and the classroom teacher who read the book carefully, will gain a deep view of what they will encounter in teaching, and what they must each face and resolve-and they will find many valuable insights to guide the way to excellence.

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