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Additional resources for Histories of Art and Design Education: Collected Essays
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133–9. 15. Cook, E. T. and Wedderburn, A. ), op. , v. 15, pp. 15–6. 32 Histories of Art And Design Education 16. Bell, J. (1852), Outline from Outline, pp. iii–iv. qrk 27/7/05 5:20 pm Page 33 Chapter 2: ‘How to Draw’ Books as Sources for Understanding Art Education of the Nineteenth Century Diana Korzenik Art education has much to gain from researching its own history. Art teaching is long, slow, daily work that escapes the eye that seeks sudden news. In America almost everyone alive has been a consumer of art instruction and as such, holds a bit of data on how art was taught.
Parents applauded their children’s progress in drawing. Drawing had become one of those useful things children could learn. A belief in drawing, so contrary to our own, only emerged by careful scrutiny of ephemera, discards of child’s play and old school exercise books. Originally published in the Journal of Art & Design Education, Volume 4: 2, 1985. Footnote Since this article was first published, Diana Korzenik has donated the art education collection that inspired it to the Huntington Library in Pasadena California.
1903–12), The Works of John Ruskin, v. 15, p. 12. 14. Blackwood’s Edinburgh Magazine, 87 (1860), p. 32; for more on the influence of Ruskin’s ideas, see Carline, R. (1968), Draw They Must, Ch. 8–12; Haslam, R. (1988), ‘Looking, Drawing and Learning with John Ruskin at the Working Men’s College’ Journal of Art & Design Education, 7, p. 69 (See Chapter 9 of this book); and Efland, A. D. (1990), A History of Art Education: Intellectual and Social Currents in Teaching the Visual Arts, pp. 133–9.