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Brave new basics: Case portraits of...

Kushins, Jodi.

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Brave new basics: Case portraits of innovation in undergraduate studio art foundations curriculum.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Brave new basics: Case portraits of innovation in undergraduate studio art foundations curriculum./
作者:	Kushins, Jodi.
面頁冊數:	216 p.
附註:	Adviser: Patricia Stuhr.
Contained By:	Dissertation Abstracts International68-09A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3279825
ISBN:	9780549227946

Brave new basics: Case portraits of innovation in undergraduate studio art foundations curriculum.
Kushins, Jodi.

Brave new basics: Case portraits of innovation in undergraduate studio art foundations curriculum. - 216 p.

Adviser: Patricia Stuhr.

Thesis (Ph.D.)--The Ohio State University, 2007.

I hope that my descriptions of these programs will provide those contemplating, embarking upon, and critiquing undergraduate introductory studio art curricular reform with models to consider.

ISBN: 9780549227946Subjects--Topical Terms:

1018432
Education, Art.

Brave new basics: Case portraits of innovation in undergraduate studio art foundations curriculum.
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520 $a I hope that my descriptions of these programs will provide those contemplating, embarking upon, and critiquing undergraduate introductory studio art curricular reform with models to consider.
520 $a By the end of the 20th century, many independent schools of art and art departments embedded in comprehensive universities required undergraduate students to complete a series of introductory courses commonly referred to as foundations. Interpreted literally, these foundations were perceived as the basic building blocks for all artistic practice. Regardless of a student's future studies in fine or applied art forms, in tactile or digital media, she was required to start out with these fundamentals. Organized around drawing, color theory, and concepts in 2- and 3-dimensional design, the standard foundations sequence prioritized formalist concepts and technical proficiency.
520 $a At the dawn of the 21st century, the goals and objectives of traditional foundations are actively being challenged. While some argue that beginning students still need to become fluent in a fundamental visual language defined by the elements of art and principles of design, others look at the diversity of practices, purposes, and contexts for making art in the early 21st century and wonder if it is possible or desirable to define a single set of commonly employed, fundamental skills and concepts. Amidst the pluralism and criticality of the contemporary art world, alternative foundations curricula have begun to emerge.
520 $a Brave New Basics: Case Portraits of Innovation in Introductory Undergraduate Studio Art Foundations Curriculum describes two programs that reflect developments in postmodern artmaking and theories of critical pedagogy. This report is the result of my examination of introductory courses at Carnegie Mellon University and The School of the Art Institute of Chicago over the course of the 2006--2007 academic year. On my visits, I reviewed institutional documents, observed classes, and spoke with faculty and students. I used Lawrence-Lightfoot's (1983) portraiture methodology to guide my observations, analysis of data, and eventual construction of contextualized narratives to describe these non-traditional foundations programs.
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