This monograph sets forth a theoretical basis for advocating a program of disciplinary arts education as an integral part of general education from kindergarten through grade 12. The title, qThe Role of Imagery in Learning, q indicates the centrality of aesthetic perception of images. To make the case, it is necessary to show by analysis, argument, and example the role that images in general and those portrayed in the arts in particular play in: (1) everyday experience and (2) the formation of the educated mind. The roles of imagery in the learning of skills (especially the skills of language), concepts, attitudes, and values are examined to identify points at which the sensory image becomes crucial for understanding. Throughout the essay runs a thread that might be called qthe uses of knowledge or schooling.q The argument holds that the arts as learned in general education are used associatively and interpretively, rather that replicatively or applicatively. Their function is to enrich the allusionary base, the store of images, and concepts that qualify for inclusion in general education. Although this is not discussed in detail, the theory implies that discipline-based arts education as part of general education must be teachable by the classroom teacher with the same degree of competence demanded by the teaching of other required subjects. This requirement raises the question as to whether classroom teachers can achieve this and calls for a method of preservice and in-service training that would enable them to do so. (Author/AA)Although this is not discussed in detail, the theory implies that discipline-based arts education as part of general education must be teachable by the classroom teacher with the same degree of competence demanded by the teaching of other ...
|Title||:||The Role of Imagery in Learning|
|Author||:||Harry S. Broudy|
|Publisher||:||Getty Publications - 1987|