An educational historical narrative study of visualization in the progressive art pedagogy of Lowenfeld

Permanent URL: http://hdl.handle.net/2047/D20258826
Title:
An educational historical narrative study of visualization in the progressive art pedagogy of Lowenfeld
Creator:
Cromarty, Edward (Author)
Contributor:
Nolan, Kimberly (Advisor)
Nolan, Kimberly (Committee member)
McNabb, Joseph (Committee member)
Language:
English
Publisher:
Boston, Massachusetts : Northeastern University, 2017
Date Accepted:
August 2017
Date Awarded:
2019-17
Type of resource:
Text
Genre:
Dissertations
Format:
electronic
Digital origin:
born digital
Abstract/Description:
This study utilizes an educational historical narrative research method to understand the unique viewpoint of Lowenfeld toward visualization as a holistic concept in progressive art education. Employing a social constructivist framework, it explores the problem that the emphasis in education on the surface elements of standardized subject-based curriculum has overlooked development of the students creativity, critical thinking abilities, and holistic growth; and that this may be harmful to the mental and human growth of the student, lead to dictatorial practices, and repress self-expression, creativity, and student sensitivities. It explores the development of visualization in progressive art pedagogy, and helps to comprehend and appreciate the pedagogies of the seminal educators who inspired its emergence. In studying the unique holistic pedagogy of Lowenfeld it investigates the books, journal articles, class lectures, speeches, and educational child artwork of Lowenfeld. The study concludes with concrete findings and recommendations for practice with respect to the diverse social and educational environments that differ with every unique setting and individual.
Subjects and keywords:
creativity and expression
developmental process and stages
education and art education
Lowenfeld
motivation
visualization
DOI:
https://doi.org/10.17760/D20258826
Permanent Link:
http://hdl.handle.net/2047/D20258826
Use and reproduction:
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