He was often a lone voice in the wilderness, debating, sharing. Eisner argues that the distinctive forms of thinking needed to create artistically crafted work are relevant not only to what students do, they are relevant to virtually all aspects of what we do, from the design of curricula, to the practice of teaching, to the features of the environment in which students and teachers live. I loved these afternoons with Elliot where I took copious notes and fretted over holding myself together in the presence of such a distinguished scholar and kind soul. The promotion of such thinking requires not only a shift in perspective regarding our educational aims, it represents a shift in the kind of tasks we invite students to undertake, the kind of thinking we ask them to do, and the kind of criteria we apply to appraise both their work and ours. His focus moved from art as such to art education. The values about which I speak include the promotion of self initiated learning, the pursuit of alternative possibilities, and the anticipation of intrinsic satisfactions secured through the use of the mind.
I will carry Elliot with me in my thoughts always. He 17 books and dozens of papers addressing curriculum, aesthetic intelligence, teaching, learning and qualitative measurement, in addition to his frequent and entertaining lectures throughout the nation and abroad. I had meant to find Ellie all day, not knowing what to say or how. He also believed children's conceptions of what knowledge is would be more sophisticated after this type of inquiry. Although my way into Industrial and Organizational Psychology somehow originated at Stanford, my admiration for an art educator like Elliot never vanished. In all of these examples the arithmetic conclusion, 8, is the same regardless of the form used to represent it. Eisner stressed that educators must strive discover the truth in real-life situations, experiences and phenomenon.
A personal response supporting advancing arts programs. He then spent two years as a high school art teacher and discovered that he was more interested in the students than the actual art they were making. Thank you so much for touching my life and work. This focus is often so intense that all sense of time is lost. Music also teaches multitasking where people working together as a band need to listen to themselves while also listening to others around them. To name a few: he held five honorary doctorates; he was admitted to two Royal Academies in England and in Norway ; he held a number of presidencies in scholarly organizations, including the American Educational Research Association, the National Art Education Association, the International Society for Education through Art, and the John Dewey Society.
I think what I appreciate most about having known Elliot, though, was his model of how to live a good life--intellectually, aesthetically, and in the company of others. Mirroring his impressive contributions to curriculum and educational research, Eisner's influence on the arts has been similarly profound. The influence of psychology on education had another fall-out. Ends are held constant and always are believed to precede means. For the impressionists the idea was light, for the surrealists it was the unconscious, for the cubists it was time and space, for the American regionalists of the 1930's it was the ordinary lives of ordinary people that was celebrated. Without them change has no rudder.
It emphasizes four main content areas disciplines : art production, art history, art criticism and aesthetic enquiry. Eisner, like , is clear that our ability to know is based in our ability to construct meaning from experiences. How must a medium be treated for the medium to mediate? When the public is concerned about the educational productivity of its schools the tendency, and it is a strong one, is to tighten up, to mandate, to measure, and to manage. Together they can liberate us from our indurated habits. I 'll call this arts enrichment. In the meantime, art can help to enhance the understanding of particular situation with various perspectives.
Thank you Elliott Eisner for your wisdom and insightful ways that have shown me how to illuminate all that is powerful in Visual Arts. There also were experts on learning and cognition and education association executives. The remaking, this re-creation is at the heart of the process of education. School reform — Elliot W. He is author of more than fifteen books and many articles. Their home can be found wherever humans chose to have attentive and vita intercourse with life itself. These beliefs and the vision of education they adumbrate are not altogether alien to the contemporary scene.
In a word, the forms of thinking the arts stimulate and develop are far more appropriate for the real world we live in than the tidy right angled boxes we employ in our schools in the name of school improvement. His eloquent words resonated with me and affirmed that this was a field that I could dive into deeply and make a difference in. Each material imposes its own distinctive demands and to use it well we have to learn to think within it. I believe that it needs to be among the values we cherish. Eisner 1998: 63 The word connoisseurship comes from the Latin cognoscere, to know Eisner 1998: 6. This will require activities that slow down perception rather than speed it up. Despite his advancement of the importance of connoisseurship and criticism, Eisner began his own education as a teacher in an egalitarian setting.
He then spent two years as a high school art teacher and discovered that he was more interested in the students than the actual art they were making. He carefully and thoughtfully put each word on paper to ensure he made the most cogent and impact full argument or point. In addition, Eisner brought similar arguments to bear on the issue of standards in education, applying the Deweyan arguments of criteria as a viable alternative in evaluation. The message is in the form-content relationship, a relationship that is most vivid in the arts. As you can tell I am not thrilled with the array of values and assumptions that drive our pursuit of improved schools. Getting to know Eliot was, for Michael, a wonderful part of that sabbatical year. He does so, but later learns that she has escaped from an asylum.
The point of my remarks thus far is to identify the roots of the increasingly technicized cognitive culture in which we operate. Eisner proposed that the forms of thinking needed to create artistic work were relevant to all aspects of education. I suspect that even teachers working during the first quarter of the 20th century could not be coaxed into employing wholeheartedly the Taylorisms that were prescribed. In the arts it is plain that in order for a work to be created we must think within the constraints and affordances of the medium we elect to use. Incorporating methods from the arts into teaching of all subjects would cultivate a richer educational experience, he said.