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A historical analysis of the influen...

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A historical analysis of the influence of John Dewey's educational philosophy on the Barnes Foundation's art educational experience: 1922 to the present.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A historical analysis of the influence of John Dewey's educational philosophy on the Barnes Foundation's art educational experience: 1922 to the present./
作者:	Berenato, Carolyn L.
面頁冊數:	153 p.
附註:	Adviser: Raymond A. Horn, Jr.
Contained By:	Dissertation Abstracts International69-04A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3313103
ISBN:	9780549624417

A historical analysis of the influence of John Dewey's educational philosophy on the Barnes Foundation's art educational experience: 1922 to the present.
Berenato, Carolyn L.

A historical analysis of the influence of John Dewey's educational philosophy on the Barnes Foundation's art educational experience: 1922 to the present. - 153 p.

Adviser: Raymond A. Horn, Jr.

Thesis (Ed.D.)--Saint Joseph's University, 2008.

The Barnes Foundation began as an educational institution, giving instruction in the appreciation of art. Barnes conceived his Foundation as an educational institution not as a museum. The staff of teachers carried on the instructional and research activities under the supervision of Dr. Barnes. John Dewey, the father of American progressive education was one of the staff members. He was the first Director of Education at the Barnes Foundation. The Foundation was set up with an elaborate series of courses with lectures using the paintings to illustrate theory. These courses still exist today. Based on the tenets of John Dewey's philosophy as he applied them to education in general, the program consists primarily of demonstrating the working of the objective method of investigation, familiar in the field of science, and the application of that method to the study of art.

ISBN: 9780549624417Subjects--Topical Terms:

626645
Education, Administration.

A historical analysis of the influence of John Dewey's educational philosophy on the Barnes Foundation's art educational experience: 1922 to the present.
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245 1 2 $a A historical analysis of the influence of John Dewey's educational philosophy on the Barnes Foundation's art educational experience: 1922 to the present.
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500 $a Adviser: Raymond A. Horn, Jr.
500 $a Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1227.
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520 $a The Barnes Foundation began as an educational institution, giving instruction in the appreciation of art. Barnes conceived his Foundation as an educational institution not as a museum. The staff of teachers carried on the instructional and research activities under the supervision of Dr. Barnes. John Dewey, the father of American progressive education was one of the staff members. He was the first Director of Education at the Barnes Foundation. The Foundation was set up with an elaborate series of courses with lectures using the paintings to illustrate theory. These courses still exist today. Based on the tenets of John Dewey's philosophy as he applied them to education in general, the program consists primarily of demonstrating the working of the objective method of investigation, familiar in the field of science, and the application of that method to the study of art.
520 $a The primary purpose of this study is to provide a historical perspective to the analysis of the influence of John Dewey's educational philosophy on the Barnes Foundation. This study discusses the nature of John Dewey's educational philosophy in relation to his understanding of art educational theory and the extent to which this theory may have influenced the Barnes Foundation's art educational experience. Additionally, it examines the issue of whether the influence and understanding of Dewey's art educational experience is currently present at the Barnes Foundation.
520 $a This study found a basic consistency in philosophical outlook at the Barnes Foundation showing a level of uniformity in the philosophical view of Dewey from 1922 until the present. The aesthetic experience was structured in a way in which the students were given opportunities to develop appreciation of the plastic elements of the works of art with original paintings. The classes were composed of students from various educational and social backgrounds under the guidance of a teacher who focused on shared experiences and the discussion of the various aspects of the program. The classes provided an objective, observation, and intelligent understanding of the evolution of painting based on John Dewey educational philosophy that guides students to appreciate and understand the forms of art.
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