PEDAGOGICAL READINGS A method, its intent & its maker:
I. PESTALOZZI
a. Ashwin, Clive: “The Origins of Pedagogical Drawing: Pestalozzi and
Buss”; in Drawing and Education in German-speaking Europe
1800-1900 : pp.1-30
b. Pestalozzi, Johann Heinrich & Christoff Buss: ABC der
Aunschauung: preface: pp. 1-6
II. FROEBEL
a. Brosterman, Norman: Inventing Kindergarten
i. Chapter 2: Kindergarten, Theory: pp.30-39
b. Wiebe, Edward: The Paradise of Childhood: The Seventh Gift:
Square and Triangular Tablets for Laying of Figures: pp.149-168
III. MONTESSORI
a. Gettman, David: Basic Montessori: Learning Activities for Under-
Fives. –extracts from Introduction pp.1-35
b. Montessori, Maria: Dr Montessori’s Own Handbook: pp.17-29
IV. STEINER
a. Barnes, Henry: foreward from The Foundations of Human
Experience by Rudolf Steiner pp. 13-22
b. Steiner, Rudolf: Practical Advice to Teachers: Lecture Five: pp 62-
74
HOMEWORK ASSIGNMENT & CLASS PRESENTATION
Students must read all texts. We will be discussing these readings in class. Each of the texts listed in the reading list as - Ib, IIb, IIIb, IVb – describes the specific methodology of a given lesson. Students are requested to consider that lesson as an artwork, from its conception (the structure of the lesson) to its practice (the doing of the lesson) and its product (what is “learned” and what is made). Our goal as a group will be to attempt to classify the lessons aesthetically or conceptually within the canon of Art History. In preparation for the discussion, students must bring examples of comparative artworks, artists, movements etc (images, books etc) to illustrate their assessments of the lesson as possibly analogous or relevant to the history of art. It is required that students contribute at least one art historical analogy for each lesson.
ART HISTORY department
all ages