University of Illinois Urbana-Champaign

Art as argument: A rhetorical approach to teaching literature and painting

Goldsmith-Conley, Elizabeth Harriet

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https://hdl.handle.net/2142/21399

Description

Title
Art as argument: A rhetorical approach to teaching literature and painting
Author(s)
Goldsmith-Conley, Elizabeth Harriet
Issue Date
1992
Doctoral Committee Chair(s)
Smith, Ralph A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Art
  • Education, Language and Literature
  • Education, Curriculum and Instruction
Language
eng
Abstract
A rhetorical approach in the classroom which emphasizes questions of audience, purpose, and technique will help to mediate conflicts about content and pedagogy in the literature and art curriculum, will promote critical thinking skills in students, and should encourage a more serious public attitude toward the arts. Chapter 1 examines American practices of teaching literature and art over the last century. Chapter 2 surveys classical and contemporary theories of rhetoric and emphasizes those of Cicero and Chaim Perelman. The survey introduces the three offices of the orator (delighting, moving, instructing) and the five canons of rhetoric, particularly of invention, arrangement, and expression, terms later used in the heuristics this study advocates. Chapter 3 shows how the rhetorical approach has been applied in the past to arts such as literature, painting, architecture, and music. This chapter features the ut pictura poesis tradition of the fifteenth through eighteenth centuries and shows how the rhetorical perspective is again emerging. Chapter 4 applies a rhetorical framework to the analysis of advertisements (the quintessential example of a rhetorical art), poems, and paintings. Chapter 5 ends by underlining similarities between the general critical thinker and higher order cognition in the arts and showing how the rhetorical approach can cultivate sensitivity and higher-order thinking skills.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/21399
Copyright and License Information
Copyright 1992 Goldsmith-Conley, Elizabeth Harriet

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