History and Philosophy of Art Education

Rating:
Summary: A well established reference and a good read
Review: Journal of the Royal Society of Arts
The History and Philosophy of Art Education should be in the libraries of all educational establishments.

National Society of Art Education Bulletin
Undoubtedly will be the standard book of reference for many years to come . . . authoritative and well illustrated

Education for Development
An erudite work, with the historical and social significance of findings balanced against well defined personalities, . . . eminently readable.'

Book Description
Macdonald begins his comprehensive study of the development of art education by first examining perceptions of the 'artist' from the ancient civilisations to the modern age, and how these affected the evolution of art institutions, academies and societies: from Egyptian craftsmen, little more than slaves, who were drafted in to decorate monumental projects; through the Graeco-Roman impression of art and its practitioners as little better than craftsmen, incomparable to musicians or philosophers; through the establishment of the early guilds; to the fundamental change in perception towards the artist in Italy during the Renaissance, which ultimately led the way to the development of the Royal Academy in the eighteenth, and the French Academies in the nineteenth century.

Having explored it origins, Macdonald lays forth the principles behind artistic accomplishment, explaining the laws of symmetry, proportion, anatomy and perspective and how these influenced composition. He summarises each of these formulae and their impact on the development of art, from the frontal statues of early civilisations to the more complex figures in sophisticated societies, all of which were based on precise mathematical calculations.

With this heritage in both the theory and practice of art in Europe, Macdonald shows how unschooled was English art when compared to other European countries. Art education in England really began to flourish after the foundation of the Normal School of Design, established 1837 in Somerset House, and supported with enthusiasm by members of Parliament and artists alike. Criticisms of the Royal Academy, which had surfaced due to the elitism of its members and their refusal to associate with lesser artists, or non-painters, were supported through a government inquiry. Gradually, with the reform of the Royal Academy and the first design school in London, more schools of art began to appear in the provinces.

Initially governed by their founders and dictated by personal philosophies, Macdonald shows how these schools with their inauspicious beginnings yet driven by the ideals of determined men, ultimately raised English design and education to rival that of her contemporaries in France.

Macdonald examines the influences of Haydon, Morris, and the South Kensington Circle, Burne-Jones, and the Pre-Raphaelites amongst others, as well as the diverse artistic movements which were to be a product of this burgeoning period.

This enlightening study of art education and its development is essential for those studying art, design, the history of art, or art education, but will be enjoyed by a far wider audience.

Synopsis
Investigating the study of art and design education in Italy, France, Britain, Germany and the United States, this text traces the philosophies of teachers from the age of the guilds and the academies, setting them in the context of the general education theories of their times.

About the Author
Stuart Macdonald gained an international reputation when The History and Philosophy of Art Education was first published in Britain, the USA and Japan. Macdonald holds an M.Ed and a Ph.D from Manchester University, and is a practising painter and book-illustrator who has taught students pottery, fabric-printing and book-crafts. This experience led him to write about the great teachers of art and design. He has lectured on teachers' courses at the Royal College of Art, at national conferences, and at many leading institutions of art education. In 1982 he was elected the founder editor of the Journal of Art & Design Education, which within four years had subscribers in over forty countries worldwide.