Research Means “Searching Again”

Notes and References

• For this definition, I am indebted to Elizabeth Steiner, professor of educational theory and philosophy, Indiana University, Bloomington.
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• See, for example, the first sentence in Viktor Lowenfeld, Creative and Mental Growth (1st ed.), New York: Macmillan, 1947, p. 1; also Rhoda Kellogg, Analysing Children's Art, Palo Alto, Calif.: Mayfield, 1969.
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• For a recent example of these themes, see Charles M. Dorn, “The New Eclecticism/or Art is Anything You Can Get Away With,” Art Education, 1978, Vol. 31, No. 8, p. 8.
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• For example, see Kipi Rawlins, “Educational Metamorphosis of the American Museum,” Studies in Art Education, 1978, Vol. 20, No. 8, pp. 4–17.
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• Fred Logan's Growth of Art in American Schools, New York: Harper & Brothers, 1955, is out of print, but being revised.
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• Some of these titles may be found in Robert J. Saunders, “The Arts—Working Together to Make Education Work: An Idea Whose Time Has Come,” Studies in Art Education, 1978, Vol. 19, No. 3, pp. 14–20.
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• Hughes Mearns, Creative Power: The Education of Youth in The Creative Arts, New York: Dover, 1929, might be taken as a benchmark for the acceptance of the idea. See also, J. P. Guilford and P. R. Merrifield, The Structure of Intellect Model: Its Uses and Implications, Reports from the Psychological Laboratory, University of Southern California, Vol 24, April, 1960, pp. 2–13.
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• A. W. Dow, Composition, New York: Doubleday Page, 1899.
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• For a review of this literature see D. Jack Davis, “Research Trends in Art and Art Education: 1883–1972,” in Arts and Aesthetics: An Agenda for the Future, Stanley S. Madeja, ed., St. Louis: CEMREL, Inc., 1977, pp. 109–147.
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• See Kenneth R. Beittel, Alternatives for Art Education Research: Inquiry into the Making of Art, Dubuque, Iowa: William C. Brown, 1973.
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• Exceptions can be noted. See for example, Rudolf Arnheim, Art and Visual Perception, Berkeley, Calif.: University of California Press, 1966, pp. 202–212; and Eleese V. Brown, “Developmental Characteristics of Clay Figures Made by Children from Age Three Through Age Eleven,” Studies in Art Education, 1975, Vol. 16, No. 3, pp. 45–53.
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• See Art Therapy in the United States by Elinor Ulman, Edith Kramer, Hanna Yaxa Kwiatkowska, Craftsbury, Conn.: Art Therapy Publications, 1979.
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• Henry Schaefer-Simmern, The Unfolding of Artistic Activity, Berkeley, Calif.: The University of California Press, 1948; also Rhoda Kellogg op. cit. and Rudolf Arnheim op. cit.
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• June King McFee, Preparation for Art (2nd ed.), Belmont, Calif.: Wadsworth, 1970.
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• See Stanley S. Madeja, ed., The Arts, Cognition, and Basic Skills, St. Louis: CEMREL, Inc., 1978. Also, Herbert J. Gans, Popular Culture and High Culture, New York: Basic Books, 1974.
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• George W. Hardiman and Theodore Zernich, “Some Considerations for the Measurement of Preference in the Visual Arts,” Review of Research in Visual Arts Education, 1975, Vol. 4, pp. 1–14.
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• Laura H. Chapman, “The Bearing of Artistic and Educational Commitments on the Teaching of Art,” paper prepared for a conference on “The Teaching Process and the Arts and Aesthetics,” sponsored by CEMREL, Inc., The Education Division of the Aspen Institute, and National Institute of Education, Aspen, Colorado, June, 1978.
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• Maurice J. Sevigny, “Triangulated Inquiry: An Alternative Methodology for the Study of Classroom Life,” Review of Research in Visual Arts Education, 1978, Vol. 8, pp. 1–16.
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• Ralph A. Smith, ed., Artists-in-Schools: Analysis and Criticism, Champaign-Urbana: University of Illinois, Bureau of Educational Research, March, 1978. (A publication of the Artists-in-Schools Committee of the Council for Policy Studies in Art Education.)
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• Robert D. Leighninger, Jr. & Leslie H. Leighninger, “Knowledge Consumers: The Next Frontier in the Consumer Movement?” cited in “Truth in Packaging,” Human Behavior, 1978, Vol. 7, No. 8, p. 61.
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• See National Institute of Education Appropriations Bill, 1979 (Report 95), Washington, D.C.: House of Representatives, 95th Congress, 2d Session.
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• Cited by Willavene Wolf in “A Trend that is Questionable,” Theory into Practice, 1967, Vol. 6, No. 2, p. 55.
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• Dennis W. White, “An Historical Review of Doctoral Program Growth and Dissertation Research in Art Education, 1893–1974,” Studies in Art Education, Vol. 19, No. 1, pp. 6–20.
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• Michael Day, “Point with Pride or View with Alarm? Notes on the NEA's Evaluation of the Artists-in-Schools Program,” in Artists-in-Schools: Analysis and Criticism, Ralph A. Smith, ed., op. cit.
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