From Library Journal
In this eloquent book, Eisner (education & art, Stanford) presents strong arguments for the inclusion of aesthetics as a core element of the school curriculum for all children. Eisner’s work in this area is not as well known as Howard Gardner’s (e.g., Frames of Mind; Intelligence Reframed), but since the 1960s he has been steadily promoting the ideal of diverse curricular emphases, including arts education. By analyzing student artwork as well as vignettes of good teaching, Eisner delves into both the theoretical (often citing John Dewey, Bruner, and Lev Vigotsky) and the practical applications of his insights. He firmly addresses assessment and evaluation in the arts, proposing a shift from the evaluation of outcomes to the evaluation of process. He also recommends an ongoing practice of criticism, engaged in by students and teachers together in the classroom, with the intention of improving both student work and programs of instruction. This persuasive work is recommended for academic and large public libraries. Jean Caspers, Linfield Coll. Lib., McMinnville, OR
Copyright 2002 Reed Business Information, Inc. –This text refers to an out of print or unavailable edition of this title.
“By illuminating the various ways that making and appreciating art are cognitive endeavors, Eisner invites us to celebrate the uniqueness of art education and entices us to explore the rich connections between thinking and learning in the arts and in other areas.”—Shari Tishman, Harvard University
“Elliot Eisner is long regarded as one of the most eloquent and best informed of those critical of the technicism dominating so many schools. At once, he is known as a trailbreaker in contemporary efforts to make the artistic-aesthetic dimension of experience central in public education’s classrooms. This book reimagines the kinds of reforms needed in education, as it brings together Eisner’s generative notions about learning and teaching, arts-based research, and (climactically) a conception of mind as process, a way of being in and acting upon the world. Encounters with the arts, Eisner tells us, can nurture and enrich mind in its becoming. The very idea of “creation” in this context opens perspectives on ways of making “mind” the beating heart of live and humane schools.”—Maxine Greene, Teachers College, Columbia University
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