-
Colonial Days
Teaching art in formal schools began in the Massachusetts Bay colonies. The arts were utilitarian. The purpose they served was to aid in teaching scriptures. As a result, the "Old Deluder Satan" Act was passed. A formal education in the arts was only accessible to the wealthy. -
Industrial Age
American societies thrived. The value of arts in schools changed. Visual arts were important to both the learning process and now, to strengthen writing skills as well. Knowing how to draw was valuable for machine design and architecture. Horace Mann promoted art as a vehicle for communication and expression. He believed it taught valuable skills to students. He hired a drawing instructor, Peter Schmidt, who created drawing lessons for his magazine, Common Schools Journal. -
1860s - 1900
Psychological research and writing on topics such as evolution, brain development, and dream interpretation, had taken over the world of education. Theorists, philosophers and psychologists studied and concluded how children made sense of the world through learning and understanding, making cognitive connections. They found that children have wants and needs. -
Early 1900s
This time period marked the beginning of arts integration, which helped concept formulation, and project based learning. "Children were encouraged to pursue their own interests through creative means." (Branham, Rachel, page 51) John Dewey's progressive education theories placed public school art education in high regards. Studying art, lead children to opportunities of self-expression and development of character. Art was no longer vocational but a form of self-expression. -
1900s
Formal instruction of art was practically non-existent. Counter-intuitive to Dewey and his beliefs, was the beginning of art appreciation in classrooms. Teachers were there to guide students, but were not allowed to lend a helping hand in the completion of their projects. -
Depression Era
Education reflected the times in America. Resources were scarce, because of this a heavier emphasis was placed on technical skills. Art education began to reflect those needs. Art educators fought to remain an important part of schools. They emphasized the value of an arts education, especially during trying times. Interior decorating and material manipulation were amongst other utilitarian trades students learned. -
World War II
Art education was geared more towards the war. Students made patriotic crafts and propaganda posters to support war efforts. As the 20th century progressed, the arts never truly operated under one unified approach. Areas of focus shifted from media sensitivity to technical skills, to self-expression, etc. Teachers and art advocates continuously reinvented practices and principles to fit the needs of different schools and communities. -
1980s/Regan Administration
America's child-centered education system was failing. As a result, the US was loosing its competitive edge. Students were scoring low or remained the same, in science and math. The Reagan administration's cautionary memo, "A Nation at Risk" outlined new measures for national education. It emphasized a curriculum centered around reading, writing and arithmetic and pushed aside creative and critical thinking and art making. As a result, standardized tests came about. -
Post Reagan Administration
"No Child Left Behind" was implemented during the Bush Jr. administration, and "Race to the Top" during the Obama administration. Following both of these was the Every Child Achieves Act. "This bill gives states more decision making power over how schools and teacher are evaluated, how money is spent, how testing data is used, and generally offers more support for the most vulnerable of students." (Branham, Rachel, page 56) This bill creates hope that schools will focus less on test results.