Edmund Feldman and Art Criticism Essay

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Edmund Burke Feldman was an Alumni Foundation Distinguished University Professor of Art at the University of Georgia. He was an art educator as well as an art historian. He has written several books about art including The Philosophy of Art Education, First Edition, 1995. The primary focus of this paper is to inform and show what Doctor Feldman thought was important to art teachers by correlating the practices of teaching art to the issues of philosophy Doctor Feldman wanted to bring together both subjects of art education and art teaching. He outlined the principle issues of art education and provided art teachers with a way of creating goals for teaching art.
Dr. Feldman revealed that the approach to art education should be seen
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The third and fourth steps, however, begin to be more abstract and evaluative in nature. Instead of technical, the conversation begins to move into the aesthetic considerations of the art. Obviously, it is easier for an observer to complete the first two steps of the Feldman Method but it is necessary for the observer to engage in the final two steps in order to garner the full meaning of the art, especially as it affects him or her. The observer moves from seeing the art as an object “at a distance” to an object “being engaged and attended to” in meaningful ways. If then an instructional leader begins to describe teaching behaviors as art, one can observe that the same movement from concern about self to concern about others also happens.
To put it differently, initially the conversation focuses on the technical dimensions and afterwards addresses the aesthetic elements of the lesson. In the first two steps, the instructional supervisor observes the lesson in its technical dimensions. The observer describes and analyzes the lesson and these pieces are very important. In fact, without these two steps, and in particular learning outcomes and classroom management, being successful it is premature to consider other parts of the lesson. If, on the other hand, the supervisor describes and analyzes the lesson with a
His four-step, (description, analysis, interpretation,
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