Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Teaching through Puzzles in the Arts

by Marcia Muelder Eaton - 1992

My own experience points to two "lessons" of bad art education: (1) art is not connected to the important aspects of life, and (2) art is mindless activity; one handles art either passively or purely manually. Thought plays no role. Although there are signs that the situation is changing, the questions of how thinking, and, more importantly, critical thinking, can be a part of art education, and how art can be rightfully positioned at the core, not at the periphery, of life (and hence of education) still need attention. The role that the critical analysis of aesthetic puzzles might play here is the subject of this chapter.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Teaching through Puzzles in the Arts
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

This article originally appeared as NSSE Yearbook Vol 91, No. 2.

Cite This Article as: Teachers College Record Volume 93 Number 6, 1992, p. 151-168
https://www.tcrecord.org ID Number: 18881, Date Accessed: 9/17/2021 7:17:18 PM

Purchase Reprint Rights for this article or review
Member Center
In Print
This Month's Issue