This book comprises the responses of a group of multi-disciplinary writers/ researchers/practitioners to the proposition that arts education in the twentyfirst century has become industrialised. Historical and contemporary examples of how arts education prepares students for working in industry are discussed to show how the expectations of educators, students and industry representatives do not always concur. The extent to which arts pedagogies have been informed by the agendas of the cultural industries as well as wider neoliberal ideologies are also considered. This leads to questions about the function and value of arts education. The debates expose tensions of producing students who are ‘industryready’ in an educational context that must, at the same time, consider other issues such as sustainability and widening participation. Writers, educators and researchers in vocational education, creative writing, jewellery design, animation, fashion branding and popular music investigate the complexities relating to this topic from their own diverse points of view.

Arthur Efland puts current debate and concerns in a well-researched historical perspective. He examines the institutional settings of art education throughout Western history, the social forces that have shaped it, and the evolution and impact of alternate streams of influence on present practice.A History of Art Education is the first book to treat the visual arts in relation to developments in general education. Particular emphasis is placed on the 19th and 20th centuries and on the social context that has affected our concept of art today. This book will be useful as a main text in history of art education courses, as a supplemental text in courses in art education methods and history of education, and as a valuable resource for students, professors, and researchers. “The book should become a standard reference tool for art educators at all levels of the field.” —The Journal of Aesthetics and Art Criticism “Efland has filled a gap in historical research on art education and made an important contribution to scholarship in the field.” —Studies in Art Education

This book examines how Massachusetts Normal Art School became the alma mater par excellence for generations of art educators, designers, and artists. The founding myth of American art education is the story of Walter Smith, the school’s first principal. This historical case study argues that Smith’s students formed the professional network to disperse art education across the United States, establishing college art departments and supervising school art for industrial cities. As administrative progressives they created institutions and set norms for the growing field of art education. Nineteenth-century artists argued that anyone could learn to draw; by the 1920s, every child was an artist whose creativity waited to be awakened. Arguments for systematic art instruction under careful direction gave way to charismatic artist-teachers who sought to release artistic spirits. The task for art education had been redefined in terms of living the good life within a consumer culture of work and leisure.

Excerpt from Art and Industrial Education Since 1870 the rapidity of the development Of art and industrial education in the United States has been so marked and so effective, the rapid increase in the num ber of special schools and museums of the fine arts SO strik ing, as to make exceedingly difficult a satisfactory survey of this subject within the limits of a monograph. The movement for the general introduction of drawing in the public schools, and of definite endeavors to promote art education, with a purpose to develop and improve the art industries of a people, seemed alike sudden in England and in the United States. In England it was apparently the definite result Of the first world's fair - the exhibition of 1851. In the United States it had its origin in Boston, in 1870, where it was a direct outcome of the English movement. The Centennial exhibition in Philadelphia in 1876, where the work in drawing of the Massachusetts normal art school, and of the public schools in Boston, was shown, made possible the rapid and remarkable development throughout the United States of the two kindred elements in education, namely, industrial art drawing and manual training. This addition of these two new studies to the regular courses of the public schools has been, perhaps, the most notable characteristic educational feature of the past two decades. AS the English were long held to be a people hopelessly inartistic and devoid Of art possibilities, their wonderful development since 1851, in so many lines Of artistic manu factures, challenges investigation, especially by a people long similarly accused as being innately inartistic, and for a long perio, d, it must be admitted, apparently deservedly SO accused. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.