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The Arts and the Creation of Mind

The Arts and the Creation of Mind
By Elliot W. Eisner

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Product Description

Learning in and through the arts can develop complex and subtle aspects of the mind, argues Elliot Eisner in this engrossing book. Offering a rich array of examples, he describes different approaches to the teaching of the arts and shows how these refine forms of thinking that are valuable in dealing with our daily life.

“Not since John Dewey has an American author written about art, education, and the creation of mind with such power and sensitivity.”—Michael Day, International Journal of Arts Education

“A primer for the future. . . . This book will serve as an inspiration for those needing the language to convince policy makers and curriculum developers of the value of the arts in education, while also serving as a vehicle for illustrating the educational aspirations the very best education can offer.”—Rita L. Irwin, Journal of Critical Inquiry Into Curriculum and Instruction

“[Eisner] has composed a text that is as insightful and inspirational as the educational research he envisions.” —James G. Henderson, International Journal of Education & the Arts

Elliot W. Eisner is Lee Jacks Professor of Education and Professor of Art at Stanford University.


Product Details

  • Amazon Sales Rank: #91910 in Books
  • Published on: 2004-09-10
  • Original language: English
  • Number of items: 1
  • Binding: Paperback
  • 280 pages

Features

Editorial Reviews

From Library Journal
In this eloquent book, Eisner (education & art, Stanford) presents strong arguments for the inclusion of aesthetics as a core element of the school curriculum for all children. Eisner's work in this area is not as well known as Howard Gardner's (e.g., Frames of Mind; Intelligence Reframed), but since the 1960s he has been steadily promoting the ideal of diverse curricular emphases, including arts education. By analyzing student artwork as well as vignettes of good teaching, Eisner delves into both the theoretical (often citing John Dewey, Bruner, and Lev Vigotsky) and the practical applications of his insights. He firmly addresses assessment and evaluation in the arts, proposing a shift from the evaluation of outcomes to the evaluation of process. He also recommends an ongoing practice of criticism, engaged in by students and teachers together in the classroom, with the intention of improving both student work and programs of instruction. This persuasive work is recommended for academic and large public libraries.
Jean Caspers, Linfield Coll. Lib., McMinnville, OR
Copyright 2002 Reed Business Information, Inc.

Review
"A very clear, comprehensive, up-to-the-minute description of how the arts function in schools." -- Choice

Eloquent. -- Library Journal

Review

“By illuminating the various ways that making and appreciating art are cognitive endeavors, Eisner invites us to celebrate the uniqueness of art education and entices us to explore the rich connections between thinking and learning in the arts and in other areas.”—Shari Tishman, Harvard University


“Elliot Eisner is long regarded as one of the most eloquent and best informed of those critical of the technicism dominating so many schools. At once, he is known as a trailbreaker in contemporary efforts to make the artistic-aesthetic dimension of experience central in public education’s classrooms. This book reimagines the kinds of reforms needed in education, as it brings together Eisner’s generative notions about learning and teaching, arts-based research, and (climactically) a conception of mind as process, a way of being in and acting upon the world. Encounters with the arts, Eisner tells us, can nurture and enrich mind in its becoming. The very idea of “creation” in this context opens perspectives on ways of making “mind” the beating heart of live and humane schools.”—Maxine Greene, Teachers College, Columbia University

Customer Reviews

More realistic than subjective4
Mr. Eisner explain the applications of the skills fostered by the fine arts educational experience. Giving especific examples, the author illuminates the dark side of the fine arts usefullness. On chapter four (soul of the book) deals with what can be expected from the fine arts experience and the real application of the acquired skills. More important, Eisner highlight the fact that the student has a self motivated and intrinsic satisfaction experience when learning thru the arts, something quite difficult to achieve with academics matters.

Very good resource for anyone working with students and art education5
Elliot Eisner has written a wonderful book about why arts are important for education- not as a supplement but as a way to learn. Recommended for anyone teaching children!