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    News of the ProfessionAuthor(s): Ruth E. HalvorsenSource: Art Education, Vol. 15, No. 8, Adult Art Education Issue (Nov., 1962), pp. 22-27Published by: National Art Education AssociationStable URL: .Accessed: 14/06/2014 08:57

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  • NEWS OF THE PROFESSION New NAEA Executive Secretary

    Dr. Charles Dorn, our new Executive Secretary of the Na- tional Art Education Association has come to us from the Art Department of Northern Illinois University. We welcome him most heartily and will support his endeavors in all ways possible. He is sensitive to the need to support and supple- ment education and the creative arts.

    Dr. Dorn was born in Minneapolis. His college under- graduate work was completed at George Peabody College for Teachers at Nashville, Tennessee, where he received the B.A. and M.A. degrees in art. After additional graduate work at the University of Minnesota, Dr. Dorn received the Ed.D. from the University of Texas at Austin.

    Dr. Dorn has taught at National College of Education, Evanston, Illinois; University of Texas; Memphis State University, Memphis, Tennessee; and Union University at Jackson, Tennessee.

    A frequent contributor to art journals, Dr. Dorn has been editor of both the Illinois and Tennessee state art educa- tion publications. He is a member of numerous professional organizations, including the Illinois Education Association, Illinois Art Education Association, Phi Delta Kappa, Kappa Phi Kappa.

    His professional activities have included serving on the Executive Board of Phi Delta Kappa in the Northern Illinois Region, as chairman of the Editorial Board of the Illinois Art Education Association, past president of the Tennessee Art Education Association, and council member of the South- eastern Arts Association.

    Dr. and Mrs. Dorn have two children Jan, age 8 and "Chip," age 18 months and now make their home in Alex- andria, Virginia.

    We wish Dr. Dorn the best of all possible success in his new position as Executive Secretary of the association and pledge him our support in the years to come.


    Financing the Public Schools 1960-1970 High quality public schools will cost us $33.6 billion

    per year by 1970 according to the National Education Association. This price tage is for current expense only; capital outlay and interest would boost the total a few billions more.

    Financial support at this level, said the NEA in a 150-page special report Financing the Public Schools 1960-1970, would enable the United States to achieve real quality in its schools by the end of the decade.

    According to Sam M. Lambert, director of the NEA Research Division and supervisor of the two- year project which developed the report, the estimates for 1970 are based on:

    * The enrollment of practically all school-age chil- dren and youth in a public or private school;

    * a substantial increase in the percentage of boys and girls finishing high school;

    * salaries for teachers comparable to earnings in other professions, and competitive with salaries of- fered the best talent coming out of our colleges and universities;

    * considerable improvement in the average training and experience of instructional staffs (57 percent of all teachers would have master's or higher degrees);

    * a staffing ratio of 50 professionals per 1,000 pupils-the Educational Policies Commission formula for providing the staff needed to supply adequate instructional, supervisory, and administrative services, plus the supporting services now provided in the nation's best school systems.

    This price tag on top quality schools would mean a 110.9 percent increase in current expenditures per pupil between 1959-60 and 1969-70. It also represents an increase in the average classroom teacher's salary from $5,527 this year to $9,710 in 1969-1970.

    Number in School

    On school enrollments the report points out that in the past, too few children have had the advantage of attending kindergarten, and at the other end of the school spectrum, too many youths drop out before high school graduation. On the assumption that both of these conditions will be remedied by 1970 and that practically all school age children and youth will be enrolled in school, the report predicts school enrollments by the end of the decade as follows:

    * Total enrollment in public and private schools will reach 55.0 million pupils of which 46.7 million will be in public schools. The enrollment in public


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  • schools by 1970 will represent an increase of 10.6 million pupils or 29.5 percent over enrollments in 1959-60.

    * In grades kindergarten through 8, says the re-

    port, there will be 32.3 million in public school, 6.4 million in private school in 1969-70; in grades 9-12 there will be 14.4 million in public school, 1.9 million in private school.

    * Assuming the holding power of schools to be improved over today, the total number of high school graduates of the class of 1970 is estimated at 3.8 million, an increase of 111 percent over the 1.8 million high school graduates of 1960.

    Pay Levels In discussing teaching salaries, the report uses

    standards which it says will make it possible to staff the schools of 1970 with "highly trained professional persons who will devote a lifetime of service to teach- ing, who will return to school every second or third summer to increase their knowledge, and who en- vision classroom teaching as important as any other profession for a college trained person."

    Using these assumptions, the report sets a goal schedule for teaching for 1970 which includes:

    * a beginning salary for classroom teachers with bachelor's degrees of $6,000 (a goal recommended by the NEA Representative Assembly since 1959);

    * an average salary for all classroom teachers of $9,710;

    * maximum amounts which range from $9,773 for teachers with bachelor's degrees to $15,162 for teachers with doctor's degrees.

    Designed as a source book for the public and for state and national legislative committees of teachers associations, the report calls on Americans to plan for public education with "greater vision and more boldness than ever before," and to think in terms of substantial improvement of state school systems when projecting costs of public education. The report in- cludes 64 pages of tables, showing individual estimates for each of the 50 states.

    In Dr. Lambert's words: "The vast majority of the American people want and need to know what quality education is going to cost; they are not inter- ested in pricing a second-rate school system for American children."

    Director of the two-year Project, authorized by the NEA Representative Assembly was LeRoy J. Peterson of the University of Wisconsin, who prepared the first draft of the report. The final report was written by Research Associate Jean M. Flanigan of the NEA Research Division. Educators in every state served as contacts in the survey stage of the Project. Addi-

    tional information and assistance was supplied by the United States Bureau of the Census, the National Planning Association, and the United States Office of Education.

    NOTE: Copies of Financing the Public Schools 1960-1970 may be obtained from Publications Sales Section, National Education Association, 1201 Sixteenth Street, N.W., Washington 6, D. C. Single copies, $1.50

    Turtle Wins Prize A recently released film on kindergarten art, "The

    Purple Turtle," has just won first prize for the best fine arts film at the 1962 Vancouver International Film Festival, according to word received July 24 by Stelios Roccos of ACI Productions, who directed and produced it. The American Consul General is receiving the prize for Mr. Roccos. "The Purple Turtle," in color with sound, was made in coopera- tion with the National Kindergarten Association, and sponsored by The American Crayon Company.

    Columbia Professor Heads Teacher Training At Philadelphia Museum College of Art

    Arthur R. Young, distinguished art educator and professor at Teachers College, Columbia University, for many years, has been named to direct the training of art teachers at the Philadelphia Museum College of Art, it was announced by E. M. Benson, Dean of the College.

    Professor Young will direct the College's under- graduate department of art education which has been training teachers for school systems in Pennsylvania and elsewhere for nearly a century. He will also de- velop a masters program in art education for the Col- lege which will be offered for the first time in Sep- tember 1963,

    Young will revise the College's art education pro- gram to reflect national developments in the phi- losophy of art education and recent findings on cre- ativity. He succeeds Louise Bowen Ballinger who is joining the faculty of the School of Education, Univer- sity of Pennsylvania, and will continue her work as a consultant and editor in art education.

    Young's innovations in art education in fields rang- ing from graphics to industrial design have won him national recognition. While at Columbia Teachers College he took a leading part in organizing New College, the famous "college within a college," during the 1930's. He was one of the founders of the National Committee on Art Education, now in its 20th year, and is a frequent contributor to periodicals in this field.

    Following his retirement from Columbia University

    NOVEMBER 1962 23

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  • last year, Young has been a roving consultant in South America for the U. S. Information Service, working with schools and teacher groups in British

    Guiana, Trinidad, Tobago, Grenada, Barbadoes and

    Martinique. A distinguished painter and graphic artist, Young

    was educated in New York City schools and studied at the National Academy of Design and the Art Students League. He has taught in elementary schools as well as on the college and adult education levels.

    While at Columbia Teachers College he was a visit-

    ing professor at Michigan State, Southern Illinois, and the University of California at Los Angeles.

    As an artist Mr. Young has had six one-man shows in New York and was selected twice for the "Fifty Best Prints of the Year." He is also a frequent exhibitor at the International Watercolor Show at the

    Brooklyn Museum.

    Washington International News Letter

    Now available is the Washington International Art

    Letter (115 5th St., S.E., Washington 3, D. C. $27

    per year, 10 issues) giving information for and about

    the art world with special emphasis on the plastic, visual and graphic arts and the development of their

    support and use. It is a non-critical journal and

    an excellent tool for all art educators and libraries.

    Contents include reports on developments of gov- ernments all over the world, industry, labor, private and public agencies, dealers, artists, foundations, mu-

    seums, schools and educators. Economic factors in

    the art world, art book information, urban aesthetics,

    personnel, arts councils and aesthetic movements are

    commented on. Exhibition facts and figures are pre- sented also. Co-chairmen of the editorial board are Daniel Millsaps, Fellow of the International Institute

    of Arts and Letters, with Mrs. Roswell Ward, Com-

    munity Affairs expert. Chief editorial adviser is Alden

    Megrew, Head of the Art Department of the University of Colorado, aided by Warren M. Robbins, U. S.

    State Department.

    Schools and libraries get a 10% dscount or a

    special, gold imprinted permanent binder with a year's

    subscription, if requested with order.

    An American Pageant of the Arts "An American Pageant of the Arts," a closed circuit

    telecast from coast to coast on the evening of Novem- ber 29th, 1962 was announced by Roger L. Stevens, Chairman of the National Cultural Center, 718 Jack- son Place, N.W., Washington, D. C. Half the net pro- ceeds of the November 29 benefit will stay in the communities sponsoring it, to support their own cultural activities. This is an attempt on the part of the National Cultural Center to foster the arts at the local level even before the center is to be built in Washington. Mrs. John F. Kennedy and Mrs. Dwight D. Eisenhower have agreed to serve as honorary chairmen of the Center.

    Granite School District Art Student Wins International Art Award

    A Granite School District art student, Gail Quails, (13 years old) was awarded the coveted President's Gold Medal for the best entry in the Shankar's Inter- national Children's Competition for 1962 held in New Delhi, India.

    Gail Qualls has attended schools in Granite School District (Utah) for his education, and was a student at the Valley Junior High when he created his prize- winning wood block. The engraving was made on a piece of soft pine 111/2"x25". "The Banjo Player," as this work was titled, was designed, engraved, and printed in the classroom. Since the engraving re- quired quite a lot of time, some was done at home.

    He is an outstanding art student doing very crea- tive work-a student with imagination and drive to

    accomplished something from day to day. Gordon M. Beckstrom, Gail's Art Instructor, states,

    "I am pleased with Gail's effort, attitude, and will-

    ingness to work on his art. He accepts each assign- ment with a desire to learn and his work is always his best."

    Unesco Art Education Slides

    The "Unesco Art Slides" series of colour diaposi- tives, introduced to Unesco National Distributors only three months ago, is already an established success. Unesco now therefore takes pleasure in announcing a second series, the "Unesco Art Education Slides."

    This new series is designed to provide practical aids to the teaching of art. Its main appeal will be to teachers concerned with the .13-18, or secondary school, age-group.

    Each set will consist of 30 slides, boxed and with an explanatory leaflet.

    SPECIAL NOTE: Editor Millsaps has agreed to extend a special sub-

    scription rate of $10.00 per year to members of the National Art Education Association. To obtain this

    special rate please note on your order that you are an NAEA member in good standing.


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  • In preparation, orders can now be accepted for: I. "Play, Explore, Perceive, Create". The accom-

    panying booklet describes how to use the slides for art

    teaching so as to stimulate adolescents' imagination and creativity and encourage research and technical

    progress. II. "Three-dimensional Art for the Adolescent":

    deals with the problems of teaching sculpture to ado- lescents. This set shows how the spontaneous apprecia- tion of form in movement can be stimulated and guided to secure a better understanding of sculpture.

    Price: France-38NF. Other countries-variable, but nowhere more than the equivalent of $10. For information write, UNESCO, Documents and Publica- tion Service, Place De Fontenoy, Paris 7e.

    Slides and Texts from the National Gallery of Art

    A group of slide lectures suitable for presentation in high school classrooms is offered by the National Gallery of Art in Washington, D. C. Each lecture consists of forty or more slides and a text which can be read as they are shown. The scripts, written by art historians, present an excellent insight into cul- tural history as well as art appreciation, and the slides, which have been made directly from the orig- inal works of art, are of excellent quality. The lec- tures might be used effectively by teachers of history, languages, and the arts; they may be kept for two weeks. Any 2" x 2" Kodachrome projector may be used.

    The subjects offered at present in these lectures are listed below. If you wish to use any of them, mail a card telling your choice of subject and the date when you would like it to EXTENSION SERVICES, NA- TIONAL GALLERY OF ART, WASHINGTON 25, D. C. 1. 700 YEARS OF ART The radical changes in

    painting since the Middle Ages reflect man's ever-

    changing ideas. The great epochs of art are vividly contrasted to show how cultural ideals, social cus- toms, and art itself have developed in Western countries from 1200 to the present day. 60 slides.

    2. SURVEY OF AMERICAN PAINTING This lec- ture shows the development of American painting from the "primitives" of our new young country to the modern movements of the 20th century. Works by Copley, West, Stuart, Inness, Homer, Eakins, Ryder, Henri, Bellows, Marin, and many others are discussed. 40 slides.

    3. BACKGROUNDS OF MODERN PAINTING IN FRANCE The colorful works of the Impression- ists and Post-Impressionists are featured as they developed out of the academic and realistic trends

    of the last century. Paintings by David, Dela- croix, Courbet, and Corot precede the discussion of Manet, Monet, Toulouse-Lautrec, Degas, Van Gogh and Cezanne. 40 slides.

    4. FIVE TECHNIQUES OF PAINTING The secrets of the old masters' colors are explored and their methods of working reconstructed. Materials and techniques that have been used from ancient times to the present are discussed with pictures by Giotto, Van Eyck, Monet, Cezanne, and others. This lecture provides an excellent basis for a real understanding of art. Technical terms are fully explained. 40 slides.

    5. AMERICAN TEXTILES Water-color renderings from the Index of American Design illustrate various fabric weaves, patterns, and needlework in examples of textiles used most frequently in America between 1700 and 1900. Handsome ex- amples of historical costumes are also included. 60 slides.

    Class and Classrooms in River City What was it like to grow up in the prosperous

    decade of the 1950's in a typical medium-sized Ameri- can city? If you were blessed with a good socio- economic background and were a social leader, you probably did well. If you didn't have these advantages, your community, particularly the schools, didn't do much for you.

    This is how it was in "River City," a Midwestern city of 45,000, quiet and a pleasant city to see, thought of by its residents as a "good place in which to live and bring up children." How it brought up its gen- eration of adolescents during the 1950's was studied closely by the Committee on Human Development of the U. of Chicago. Its report, Growing Up in River City (by Robert J. Havighurst and others; John Wiley & Sons, Inc., 198 p., $4.50), is a year-by-year account of the growth of more than 400 River City children from the sixth grade until the age of 20.

    The authors start with a premise-that the adjust- ment as an adult can be predicted at an early age, by combining information on school achievement, per- sonal-social adjustment, and family social class. In truth, the school and community experiences of these children through adolescence did little to change what they were marked for in the elementary grades. There was some movement both up and down in the "life chances" scale, but the authors were almost able to tell the River City community, "We told you so .. ."

    Those who moved upward and had the best life chances constituted 19% of the total group (no child from the lowest socio-minded group made it this far). The bulk of the control group, 52%, stayed at the

    NOVEMBER 1962 25

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    or working class. The authors believe that the schools could have stimulated them "to more intellectual effort and more artistic activity. .. ."

    River City failed with "a dangerous 29%." These were the drifters and the alienated, from all social classes though proportionately more from the lower middle class, who had no feeling "of belonging to

    community or school, and they do not expect any- thing good from these institutions." Neither the schools nor the community had been able to offset not only socio-economic disadvantages, but also in-

    adequate home lives or physical deficiencies. To this group of disadvantaged youth, who will

    make trouble for their adult generation, River City seems to be saying: "Boys and girls, we can offer grand opportunities for those of you who can do well in school, and will attend school regularly, and take

    part in church activities, and join the Scouts or the 'Y'." The authors describe it as an offer to dis- advantaged youth "on the community's own terms." They suggest that the community should provide more and different opportunities:

    "* For those students who already are doing well, there still need to be other chances for develop- ment, i.e., creative work in artistic and dramatic fields, outlets for social leadership as well as moral development in churches.

    "* For students who do poor work in school, the school should provide supervised work experience which would lead to an adult job. After learning basic work habits and attitudes in simple kinds of work, the students would be supervised through several years of part-time work. Such a

    program, say the authors, would help 20% of an

    age group and would save at least 10% from severe maladjustment and delinquency.

    "* Girls who escape from a poor school record by early marriages should be given training in school to help them make a success of their

    marriages. Supervised by a teacher who com- bines social work and home economics, their school work would be organized around their roles as wives and mothers.

    School Curriculum in the Narrow Channel

    Says Albert H. Quie (R-Minn.) The following quotation appeared in the bulletin,

    Higher Education and National Affairs issued by the American Council on Education Washington, D.C. Representative Quie's remarks were made in the House of Representatives during the September 20 de- bate on HR 8900 (Higher Education Bill).

    This Congress has been prone since World War II to tie its aid to higher education to certain scientific


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  • disciplines because of national defense. It is highly possible that this tendency has been accelerated at the very least by the spectacular success of the Soviets in applied science. There exists a grave danger when a nation such as ours directs the vast majority of its educational efforts into a narrow channel. We are afflicted by the national attitude of ad hoc action, of pragmatic planning. It would be a tragedy for the cultural and educational level of the United States if science and technology were to control the curriculum.

    Education in the United States has suffered in the

    past from excessive enthusiasm over one aspect. This mistake must not be repeated. We must not let our educational program be detrimentally weighed in utilitarian and income-producing terms rather than in terms of the pursuit of knowledge for its own sake. The basic ideals of American education are to pro- vide every individual with opportunity for maximum development of his abilities and to produce citizens responsive to the political needs of their time. Some of the best minds should be encouraged to achieve excellence in the social sciences, others in the hu- manities. America has need of a wide variety of hu- man talents, and we must not deprive students of the

    opportunity to develop these talents. I am deeply aware of the need for well-trained

    scientists and technologists in our present age, and I

    hope to work next year on a good technology bill. However, I have a deep concern for the fact that if we allow all this aid only to the scientific dis- ciplines, the result inadvertently would be stringent Federal controls.

    DOUBLE . .. from page 27

    jection seems to require more lecture explanation as many of the image comparisons are startling but unrelated except by the lecture comment.

    For college lecture work we have found double projection to be superior to the personally commented motion picture with its rigidly fixed time sequences. The aims of on-the-spot creative and spontaneous lecture development at the time of critical image observation are definitely served by this technique.

    It might be noted that double projection seems to add another dimension to illustrative lecture materials. The single projection lecture may in a way be only a one dimension presentation in that the audience sees one picture at a time and one aspect of the object being shown. In double projection a seemingly second dimension exists and this may necessitate a new term such as "audience dimension" or some such term to describe what we are dealing with in that the audience is now able to see another aspect which is separate from the sequential events of a motion picture or the

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    O 0

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    Article Contentsp.22p.23p.24p.25p.26p.27

    Issue Table of ContentsArt Education, Vol. 15, No. 8, Adult Art Education Issue (Nov., 1962), pp. 1-31Front Matter [pp.1-3]Art in Action: The Wisconsin Idea [pp.4-7]Adult Art Education: Pasadena City Schools [pp.7-10]A Look at Adult Education and Art [pp.11-13]The Arts at Wingspread [pp.14-15]Looking at Modern Paintings [pp.15-17]Double Image Slide Projection Technique [pp.17-28]Art Museum News and Notes [pp.20-21]News of the Profession [pp.22-27]Back Matter [pp.29-31]