A Comparison and Analysis of Theory and Practice in Regard to Inner-City Art Programs
Shepherd, Floyd L.
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SubjectArt--Study and teaching--Iowa--Des Moines--Analysis; Art teachers--Study and teaching--Iowa--Des Moines--Analysis
The problem. A. Numerous articles and theoretical essays have been written since 1965 regarding art programs for inner-city populations. B. Funds from various agencies have been alloted for art programs in large cities. In public school settings and outside of the public school domain art programs have been implemented. Although single program outcomes appear in literature, no major compilation of data has been made, which provides insight or an overview of the entire scope of art programming within a given location or comparing art programming of one city to another. Procedure. Correspondence was made to cities selected for this study as well as to Federal and state institutions for information regarding art programs and curricula. Findings. The findings are based on responses to two questions: 1. How do art programs in the Des Moines area compare with art programs that exist in some major cities across the U.S.? 2. Based upon research and recent literature, do art programs in the Des Moines area and across the country meet the needs of inner-city children? It was found that art programs in Des Moines do compare favorably with inner-city programs in some major cities. It also was found that most art programs in Des Moines and other major cities, have a distinct weakness in meeting the needs of inner-city children. Conclusion. It was concluded that the strengths of art programs warrant some merit, but the weaknesses, based upon a lack of change, present a cause for major concern. Recommendations. Three alternatives were recommended: (I) the establishment of a Black Art and Culture Center in Des Moines, Iowa, (2) the adoption of an Art Action Center in the Des Moines Public Schools, and (3) the development in the Des Moines inner-city schools of a new approach to teaching inner-city children through a coordinated art curriculum.
74 leaves. Advisor: John Hicks