‘A revolution of incalculable effect’: modernism and the teaching of art in schools

2020 ◽  
pp. 60-82
Author(s):  
Daniel Moore
Keyword(s):  
High School ◽  
Twentieth Century ◽  
Education Policy ◽  
School Children ◽  
Arts Education ◽  
Visual Art ◽  
County Council ◽  
Abstract Art ◽  
Early Twentieth Century

This chapter explores a range of encounters between modernism and school-children. Focused most sharply on the work of Marion Richardson, teacher of art at Dudley High School for Girls, it ranges across arts education policy in Britain in the early twentieth century and some other initiatives designed to get abstract art into the classroom. Richardson, in particular, has hardly been attended to by modernist scholars, but her work at Dudley, and later at the London County Council, was crucial in transforming the teaching of visual art across Britain.

scholarly journals Mikhail Larionov’s Rayonism and the Scientific Mythologies of the Late Nineteenth and Early Twentieth Century

Venezia Arti ◽  
2020 ◽  
Author(s):  
Ekaterina Bobrinskaya
Keyword(s):  
Twentieth Century ◽  
Scientific Research ◽  
Abstract Art ◽  
Figurative Painting ◽  
Early Twentieth Century ◽  
Essential Input ◽  
Late Nineteenth ◽  
Central Scientific

The article investigates the theory of non-figurative painting developed by Mikhail Larionov (Rayonism) and its connection to parascientific theories of the early twentieth century. One of the central scientific and parascientific mythologies of the time regarded the shift in the understanding of the idea of matter. The notion of ‘radiant matter’ had a prominent place in these mythologies. The article analyses a range of frameworks, within which the idea of ‘radiant matter’ was interpreted (from a scientific research of different phenomena provoked by invisible waves to spiritualist and occultist experiments). The iconography of these waves and the theories of the dissociation of matter represent an essential input to understand how abstract art emerged in early-twentieth-century Russian painting.

Neo-Primitivism

2018 ◽  
Author(s):  
Anthony Parton
Keyword(s):  
Twentieth Century ◽  
Subject Matter ◽  
Visual Art ◽  
Status Quo ◽  
Target Groups ◽  
Russian Art ◽  
Avant Garde ◽  
Peter The Great ◽  
Early Twentieth Century ◽  
The Status

Neo-Primitivism is a style-label employed by the Muscovite avant-garde in the early twentieth century to describe forms of visual art and poetry that were tendentiously crude in style and socially and politically contentious in terms of subject matter. In the field of painting, the style was chiefly developed by Mikhail Larionov (1881–1964) and Natalia Goncharova (1881–1962) as well as by members of the Donkey’s Tail and Target groups, of which they were the respective leaders. In poetry, Neo-Primitivism was most consistently explored by Velimir Khlebnikov (1885–1922) and Alexei Kruchenykh (1886–1968), with whom the painters frequently collaborated. Neo-Primitivism was not only oppositional to the polite and refined culture of the status-quo, but it was also intensely nationalistic, seeing itself as the inheritor of indigenous artistic practices that had been erased under the Westernizing reforms of Peter the Great. Whilst initially inspired by Western avant-garde Modernism, the neo-primitives quickly disassociated themselves from Western practices to find inspiration in the soil of Russia. Their aim was to reinvigorate Russian art by reference to the expressive qualities of icon painitng, the lubok (Russian woodcut print), peasant embroidery, the painted tray and signboard, and the ancient Russian fertility statues found in the steppe landscape.

scholarly journals ИЗДАНИЕ УЧЕБНОЙ ЛИТЕРАТУРЫ ДЛЯ КОНФЕССИОНАЛЬНЫХ ШКОЛ В МУСУЛЬМАНСКИХ РЕГИОНАХ РОССИЙСКОЙ ИМПЕРИИ В ХIХ- НАЧАЛЕ ХХ ВЕКА

2019 ◽  
Vol 2 (11(41)) ◽  
pp. 32-35
Author(s):  
Османова М. Н.
Keyword(s):  
High School ◽  
Twentieth Century ◽  
Elementary School ◽  
Religious Education ◽  
Local Population ◽  
Russian Empire ◽  
Educational Literature ◽  
Early Twentieth Century ◽  
Depth Study ◽  
The Russian Empire

The article is devoted to the review of educational literature published in the printing houses of the largest Muslim regions of the Russian Empire in the XIX - beginning of the XX century. The author makes conclusion about general trends in religious education of Muslims, the main elements of which was a maktab (elementary school) and madrasa (high school), and also lists branches of science, that were an obligatory part of the student’s program. Is was noted that madrasas of each region had some sort of program, distinguished by in-depth study of a particular science. It is indicated that the superiority in the publication of Muslim educational literature in the Russian Empire in this period belonged to Kazan, which became the center of Muslim printing. In Daghestan and Turkestan, where Arab graphic printing firmly took its place in the early twentieth century, textbooks for Muslim schools were also produced repeatedly and in large editions, as well as sold for affordable prices. The author lists and characterizes the most popular textbooks that were widely used in these regions, and concludes that educational literature, prayer books and ritual manuals were equally in demand by the local population.

Suburban Social Change and Educational Reform: The Case of Somerville, Massachusetts, 1912-1924

1979 ◽  
Vol 3 (3-4) ◽  
pp. 167-203
Author(s):  
Reed Ueda
Keyword(s):  
High School ◽  
Twentieth Century ◽  
Educational Reform ◽  
Junior High School ◽  
Junior High ◽  
Political Process ◽  
Annual Reports ◽  
School Type ◽  
Early Twentieth Century ◽  
Informed Citizenry

In the early twentieth century, a drive for educational reform converged with the progressive movement in the street-car suburb of Somerville, Massachusetts to establish a local junior high school, an innovation that was sweeping through public school systems across the country (Krug, 1964: 327-335; Bunker, 1914; Annual Reports of Somerville, 1920: 183; Smith, 1920: 139). Proponents of the junior high school argued in national educational journals and scholarly monographs that this intermediate school would provide the special education appropriate for those students making the difficult transition from childhood to adolescence (Bonser, 1915; Judd, 1918; Briggs, 1920; Koos, 1921; Smith, 1926; Spaulding, 1927; Van Denberg, 1922; Thomas-Tindal and Myers, 1927). It would earlier supply, they said, “high-school type courses,” and equip students with the managerial and technical skills increasingly demanded by the gradual expansion of the white-collar occupational sector in the early twentieth century (Foote and Hatt, 1953; Thernstrom, 1973: 50-51). These two features, a more mature educational setting and useful technical courses, would make the junior high school an effective device for keeping students in school longer and for attracting them to high school. It appealed to progressive reformers because it promised an extension of schooling, a better-informed citizenry, and improved vocational preparation. In early twentieth-century Somerville, middle-class ethnic Democrats, who sought these objectives, used the political process to install this educational reform.

Introduction to Part II: Piety in Practice

2014 ◽  
Vol 18 (1-2) ◽  
pp. 114-119
Author(s):  
Lara Medina
Keyword(s):  
Twentieth Century ◽  
National Identity ◽  
Latin American ◽  
Visual Art ◽  
Personal Relationships ◽  
Devotional Art ◽  
Early Twentieth Century ◽  
Art Forms ◽  
The Creation ◽  
Social Healing

‭An introduction to four distinct essays that examine diverse art forms and artists ranging from the early twentieth-century Mexican artist, Alfredo Ramos Martinez, and his revolutionary Mexican artistic sensibility; to Guadalupe devotees’ contemporary Mexican Catholic pilgrimage practices; to Southwest Hispano graveside spirituality; and a Latin American commitment to creating art as a tool for social healing and transformation. The essays intersect through their engaging analysis of very diverse forms of visual art and the deeply spiritual and socially conscious motivations of the respective artists, whether professionally trained or simply creators of their personal devotional art. Weaving in their own personal relationships to the art they are exploring, the authors offer diverse methodologies by which scholars and lay readers can better appreciate the human intent in the creation of art, and can witness the powerful role that art plays in the process of creating national identity and healing personal and social wounds.‬

scholarly journals Education and Income in the Early Twentieth Century: Evidence from the Prairies

2000 ◽  
Vol 60 (3) ◽  
pp. 782-818 ◽  
Author(s):  
Claudia Goldin ◽  
Lawrence F. Katz
Keyword(s):  
High School ◽  
Twentieth Century ◽  
Wage Differentials ◽  
Census Data ◽  
Returns To Education ◽  
White Collar ◽  
Occupational Groups ◽  
Large Sample ◽  
Young Males ◽  
Early Twentieth Century

We present the first estimates of the returns to years of schooling before 1940 using a large sample of individuals (from the 1915 Iowa State Census). The returns to a year of high school or college were substantial in 1915—about 11 percent for all males and in excess of 12 percent for young males. Education enabled individuals to enter lucrative white-collar jobs, but sizable educational wage differentials also existed within occupational groups. Returns were substantial even for those in farming. We find, using U.S. census data, that returns to education decreased between 1915 and 1940 and again during the 1940s.

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