Reviews the life of Henri de Toulouse-Lautrec (1864-1901) and examines how his early experiences influenced his art. (BSR)

In 1917 and 1918 Charles Hubert Farnsworth, a music educator, and David Snedden, a critic and educational theorist, exchanged views on the social and educational roles of art and music. Their divergent positions are explained in light of Farnsworth's interest in philosophy and Snedden's schooling in Spencerian and Darwinian thought. (Author/IS)

This paper discusses the ideas of Conrad Fiedler, a 19th century German philosopher of art, concerning art criticism, or the judging of works of visual art. In addition to a brief biography of Conrad Fiedler, the paper's main subject is Fiedler's ideas on art criticism as expressed in his book "On Judging Works of Visual Art" (1876,…

The curriculum movement known as picture study was, in part, the result of the late nineteenth-century development of printing processes capable of reproducing works of art. This description of the reproductions used in picture study illustrates how popularist attitudes toward art and technological changes set the context for this art movement.…

Gives a historical analysis of nineteenth-century attitudes toward women, with special focus on the development of art education for women at the College of Fine Arts, Syracuse University. Stereotyped beliefs about female physiognomy and morality justified a conception of art education as a cultural refinement especially suited to women.…

Asks how the "Art in America" radio programs illustrate the way educational mass media emerged from its forerunners of adult education, museums, libraries, and distance education. Discusses the precursors to the program, its production, the programs as education and as entertainment, and how listeners learned from radio. (DSK)

Throughout European history, artists have celebrated the values of their patrons. Today, the schools are the largest employer of artists. To justify art education according to current Back-to-Basics values, art teachers should explain visual art as a language, which they can teach students to read and use. (SJL)

Discusses philanthropy in three parts: (1) development of foundation philanthropy, (2) Andrew Carnegie's vision to "civilize" the United States, (3) historical background and purpose of the Minnesota Owatonna Project. Concludes by stating that there is nothing inherently good or evil about philanthropic bureaucracies, pointing out that…

Examines women's position in the art world as it was reflected in the Victoria School of Art and Design (Halifax, Nova Scotia) during the late nineteenth and early twentieth centuries. Concludes that women played a decisive role in shaping the art school, overcoming gender bias to become serious art students, instructors, and school managers. (GEA)