The contribution of art to a well balanced program
Bibliographic Data
| ID | 11260669 |
|---|---|
| Authors | Howard A Slatoff (College of Alameda, corresponding author) |
| Year | 1960 |
| Volume | 38 |
| Issue | 3 |
| Pages | 155-160 |
| Publication date | 1960-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01619566009536980 |
| OpenAlex | W2006996422 |
| Language | EN |
| References cited | 1 |
During this period, distinguished by the reward type of art, the teacher permitted art experiences when students were good, and withheld it, and almost anything else that was enjoyed, when students were bad. As well, all cultural programs were relegated to negative positions, since they interferred with the pre-established values of a narrow academic curriculum. The child's creative potentialities were disregarded and he was assigned to the limbo of educational conformity
Aesthetics · Art · Conformity · Creativity · Curriculum · Mathematics education · Pedagogy · Period (music · Political science · Sociology · The arts · Visual arts education · Architecture, Art, Education · Law · Psychology · Social Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |