Subject
Art -- Study and teaching Books
Best books
Arthur W. (Arthur Wesley) Dow
Composition $b A series of exercises in art structure for the use of students and teachers
"Composition" by Arthur W. Dow is a comprehensive guide on artistic structure and design, written in the early 20th century. The book serves as a resource for students and educators in the fine arts, focusing on the principles of composition through exercises aimed at developing appreciation and control over artistic elements such as line, mass, and color. With insights derived from Dow's extensive teaching and experience in painting, it encourages a shift from traditional imitative approaches toward a more structured and intuitive understanding of art. At the start of "Composition," the author outlines his intentions for offering a fresh perspective on art education, emphasizing the development of creative power through an organized set of exercises. He introduces the concept of composition as a method of uniting elements harmoniously, opposing conventional training that prioritizes imitation of nature over understanding fundamental structures. Dow expresses the importance of appreciating the aesthetic value of diverse art forms, including landscapes and decorative designs, highlighting the significant educational goals behind his teaching approach. The initial chapters establish a foundation for exploring the three critical elements of art—line, notan (dark-and-light), and color—as crucial components in creating artistic compositions.
Unknown
Historic buildings : $b as seen and described by great writers
"Historic Buildings: As Seen and Described by Great Writers" edited and translated by Esther Singleton is a collection of architectural essays and descriptions crafted in the early 20th century. This anthology showcases various historic buildings across different cultures and time periods, blending artistic appreciation with historical context. Readers can expect an exploration of famous edifices through the lenses of renowned writers, enhancing their understanding of the leading structures that shape our world's heritage. At the start of the book, the preface outlines the editorial principles of selection, emphasizing both the architectural beauty and historical significance of the buildings featured. It sets the groundwork for a diverse range of entries, notable both for their artistic representations and the rich narratives tied to their histories. The opening section introduces the Jumma Musjid in Delhi, detailing its grand architectural features while delving into a brief historical context of Delhi itself. The text describes the mosque's imposing structure and its surroundings, reflecting on both the city's vibrancy and its contrasting impoverished quarters, establishing a tone of exploration into the complexities of human experience reflected through architecture.
Hugo B. Froehlich
Text books of art education, v. 4 of 7. Book IV, Fourth Year
"Text Books of Art Education, v. 4 of 7. Book IV, Fourth Year" by Hugo B. Froehlich and Bonnie E. Snow is an educational textbook focused on art instruction, likely crafted in the early 20th century. This volume is specifically designed for fourth-year students and covers various art education principles consistent with child development theories. The book's primary aim is to impart systematic art education through a structured approach, guiding students through observational, subjective, and creative exercises. The opening of this text sets the stage by explaining the foundational principles behind the series of art textbooks. It outlines how the lessons are categorized into three groups: observational, subjective, and creative, each tailored to match children's developmental stages. Through practical examples of landscapes, plants, human figures, and still life, the text invites young artists to engage with their surroundings and express their observations creatively. Additionally, it emphasizes the importance of understanding aesthetic principles like balance, rhythm, and harmony, promoting a deeper appreciation for both everyday objects and the natural world in their artistic endeavors.
Florence Fallgatter
The Teaching of Art Related to the Home Suggestions for content and method in related art instruction in the vocational program in home economics
"The Teaching of Art Related to the Home" by Fallgatter and Gwynne is a guide on art education within the context of home economics written in the early 20th century. This publication is primarily focused on outlining content and methods for teaching art as it applies to homemaking, emphasizing the integration of aesthetic principles into everyday life. The aim of the bulletin is to prepare educators to incorporate art education into vocational programs for girls, particularly in selecting and arranging home furnishings, clothing, and various household tasks. The beginning of the publication sets the stage by discussing the significance of art in modern civilization and its relevance to homemaking. It highlights the inadequacies in existing art education, particularly in rural schools where dedicated art instruction is often lacking. The foreword emphasizes the necessity for practical applications of art principles in everyday life, proposing that effective art education can empower young women to create beautiful and functional living spaces. Additionally, the introduction lays out the intention to organize the teaching of related art to enhance decision-making skills regarding aesthetics in the home, ultimately supporting women's roles as homemakers.
Hugo B. Froehlich
Text books of art education, v. 2 of 7. Book II, Second Year
"Text books of art education, v. 2 of 7. Book II, Second Year" by Hugo B. Froehlich and Bonnie E. Snow is an educational textbook focused on art education, likely written in the early 20th century. This book serves as a resource for art educators, providing structured lessons aimed at nurturing creativity and artistic skills in children. It emphasizes the importance of visual learning and the development of artistic expression through various mediums. The content of the book is designed for second-year students, featuring diverse projects and exercises that encourage observation and creativity. It covers topics such as color theory, the shapes and forms found in nature, and the artistic representation of everyday objects. Through a series of guided exercises, students are encouraged to explore their environment and express their findings through drawing, painting, and sculpture. The pedagogical approach aims to instill a foundational understanding of art principles while fostering individuality and emotional expression in young artists.
Recently surfaced classics