A critical evaluation of contemporary art for its usefulness in the public high school curriculum
| dc.contributor.advisor | ||
| dc.contributor.author | Rising, Dorothy Milne | |
| dc.date.accessioned | 2019-09-30T18:11:53Z | |
| dc.date.available | 2019-09-30T18:11:53Z | |
| dc.date.issued | 1933 | |
| dc.description | Thesis (M.F.A.)--University of Washington, 1933 | |
| dc.description.abstract | When art was introduced into the public school curriculum, it was regarded as a frill, since it had no definite and generally accepted objectives. Gradually, industry emphasized the economic value of the subject and advocated that it be taught in the public schools. Instruction was offered in instrumental or geometric drawing, freehand drawing and industrial design. Exactness and perfection in graphic representation were emphasized, and dictation was the chief method employed in teaching. | |
| dc.embargo.terms | Manuscript available on the University of Washington Campuses and via UW NetID. Full text may be available via Proquest's Dissertations and Theses Full Text database or through your local library's interlibrary loan service. | |
| dc.format.extent | 83 leaves | |
| dc.identifier.other | 19839421 | |
| dc.identifier.uri | http://hdl.handle.net/1773/44620 | |
| dc.language.iso | eng | |
| dc.rights | http://rightsstatements.org/vocab/InC/1.0/ | |
| dc.subject | Art--Study and teaching (Secondary)--United States || High schools || Art--Study and teaching (Secondary) || Unites States | |
| dc.subject.other | Thesis--Fine arts | |
| dc.title | A critical evaluation of contemporary art for its usefulness in the public high school curriculum | |
| dc.type | Thesis |