National Art Education Association

Art for the Pre-Adolescent by Angiola R. ChurchillReview by: Victor D'AmicoArt Education, Vol. 26, No. 3 (Mar., 1973), pp. 28-29Published by: National Art Education AssociationStable URL: http://www.jstor.org/stable/3191892 .

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and as comprehensive in scope as the outstanding Museum of Modern Art catalog on Assemblage which was published in 1961 in connection with the comprehensive exhibition organized by William Seitz.

Victor D'Amico, the inter- nationally-acclaimed pioneer in art education and long-time director of the Department of Education of the Museum of Modern Art, and Arlette Buchman, an artist-teacher with long experience in the Museum of Modern Art's children's classes, have produced a book which is outstand- ing in quality and comprehensive in

scope, yet is specialized enough in the field of assemblage to give it a new and unique dimension which is not covered in texts on the teaching of sculpture or collage.

The book is highly practical as well as philosophically inspiring: it lists 78 specific projects for developing creativeness through assemblage; it gives special consideration to needs and interests of children of various age levels ranging from 4 through 14; it states purposes, materials, and procedures; yet throughout, it main- tains the highest standards of crea- tive teaching which has been one of

Victor D'Amico's unique contribu- tions to the field. Another outstand- ing feature of the book is the ex- tremely high aesthetic quality of works produced by children which illustrate each project description. Frequent references are made to the related works of outstanding profes- sional artists, and illustrations of these are included at appropriate places throughout the text.

Assemblage will unquestionably receive an enthusiastic reception from art teachers and classroom teachers throughout the world, and it richly deserves to be given the widest possible distribution. It should, of course, be made available in every community and school library and would serve as an ex- cellent text for art teaching methods courses.

Howard Conant New York, N.Y.

ART FOR THE PRE-ADOLESCENT. Angiola R. Churchill. New York: McGraw-Hill Book Co. There are many books published on art education. Some seem like adap- tations of others; some are only distinguished because of their noble quotations and copious footnotes; but few attain the stature of unique- ness and authority such as Art for the Pre-adolescent by Dr. Angiola Churchill. Here is a book that bristles with authority, the authority of years of experience and conviction. Dr. Churchill integrates history, scholar- ship, aesthetics, and methodology in a compact and vital presentation. Her 'philosophy is rooted in the development of creative teaching. She knows and acknowledges many of its founders, some of whom were her teachers, and she has emerged as one of today's educational leaders.

Few students today are cognizant of the past, of its pioneers and achievements. The history of art edu- cation seems to have vanished from

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the curricula of college education. Art education wallows in a pseudo- psychology of newness and a maelstrom of confusion. Art for the Pre-adolescent is rich in historical documentation, assesses and reor- ders the present, and presents a wealth of avant garde concepts and techniques.

Dr. Churchill gives a brilliant analysis of the pre-adolescent as an artist. She fills the gap between the elementary school child and the adolescent youth, a stage in creative growth which she indicates has been slighted or overlooked, falling as it were between two stools. She paints a wide cultural panorama of the psychological, creative, ethnic, and social structure of pre-adolescence, adding a variety of projects and tech- niques which are applicable to any teaching situation and fortify the philosophy with actual experiences.

The book is engagingly written. Any part of it attracts and informs the prospective and experienced teach- er. Try it; open the book at random and start reading. You are caught up in it at once and carried along. This is due, I think partly to the reality of the content and to the author's candor and intimacy of style. It is not dramatic or anecdotal, but it is intel- lectually stimulating and provocative.

Angiola Churchill is the essence of what has been called a dedicated teacher. She lives, breathes, and dreams about creative teaching and the ideal approach to its realization. I witnessed the beginnings of this when she was a high school student in my classes at the Museum of Modern Art and have seen her grow into the role of distinguished and mature leadership. She is modest and at times even self-effacing, but the forcefulness of her character and the uniqueness of her personality are dominant and impressive. Art for the Pre-adolescent will provide a back- ground and direction for prospective teachers and become a guide and re- fresher for teachers with all measures of experience.

Victor D'Amico New York, N.Y.

TEACHING SECONDARY SCHOOL ART. Earl Linderman. Dubuque, Iowa: W.C. Brown Company. In this latest discussion of the pursuit of artistic and aesthetic awareness, Earl W. Linderman has attempted a comprehensive foundational work for the use of prospective secondary art teachers. Working from a basic emphasis on the development of his- torical knowledge, productive skill, and personal understanding, the author has made considerable use of contemporary theory, expert opinion, and the analyses of artists discussing their own productions.

"Get in there and teach magnificent- ly (!)" is the opening admonition, and one which permeates the con- tent of the text.

The chapters include essays on what it takes to be a good teacher, characteristics of secondary school students, and the organization and presentation of lessons. Nearly one third of the text discusses knowledge to be obtained through the study of art history, idea sources for artistic productions, and the pursuit of ar- tistic skill.

A good part of the text is devoted to objective statements regarding

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