A Model for Art History Within Discipline -Based Art Education
McKeon, Penny
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https://hdl.handle.net/2142/80336
Description
Title
A Model for Art History Within Discipline -Based Art Education
Author(s)
McKeon, Penny
Issue Date
1999
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)
History, United States
Language
eng
Abstract
Art history is defined and subsequently described in terms of authentic practices. Characteristics of practice are investigated using a range of contemporary commentary. Case studies of five selected historians, Giorgio Vasari, Alois Riegl, Erwin Panofsky, Michael Baxandall and Svetlana Alpers, constitute illustrative data to vivify the model for educational applications of art historical practice. Disciplined education is interpreted as an artworld orientation to art historical learning, using the artworld categories and three kinds of knowledge which constitute the model. The inclusively descriptive matrix uses a series of propositional cells to engage these artworld and epistemological concepts and present a necessary and sufficient scheme for pedagogical action consistent with becoming generally educated.
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