Art Education: Ethnocentrism and Multiculturalism
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Questions and Answers

What has conditioned our understanding of art according to the content?

  • Global cooperation of artists
  • Technological advancements in art tools
  • Diverse cultural expressions in art
  • Prejudiced notions concerning race and gender (correct)

Which of the following is NOT listed as an assumption of the dominant Western fine art canons?

  • Great art is made by community collaboration (correct)
  • Oil painting is the most important art form
  • There is a significant hierarchical distinction between art and craft
  • The best art has been produced by European males

What must be set aside to effectively discuss racism and prejudice in art education?

  • Bias and preconceived notions
  • Fear, anxiety, and timidity (correct)
  • Confidence and assertiveness
  • Curiosity and openness

What has been one effect of the dominance of Western artistic canons?

<p>Exclusion of art that matters in many peoples’ lives (C)</p> Signup and view all the answers

According to the content, how is ethnocentrism related to racism?

<p>It is an implicit part of racism. (A)</p> Signup and view all the answers

What is stated about the study of art being decontextualized?

<p>It falsely presents formalist aesthetics as culture-free. (B)</p> Signup and view all the answers

What does the content suggest is necessary for educating students in a multicultural society?

<p>Preparations for their multicultural futures (D)</p> Signup and view all the answers

What primary role should art teachers fulfill in a multicultural classroom?

<p>To recognize and respect students' cultures (D)</p> Signup and view all the answers

Which significant event contributed to the development of multicultural approaches to art education in the United States?

<p>The Seminar in Art Education for Research and Curriculum Development in 1965 (A)</p> Signup and view all the answers

What is an essential aspect of effective art education in a multicultural context?

<p>Involving parents and community members as resources (C)</p> Signup and view all the answers

Which publication has played a role in keeping multiethnic issues alive in the field of art education?

<p>Eugene Grigsby’s <em>Art and Ethnics</em> (D)</p> Signup and view all the answers

What type of curriculum materials are needed in multicultural art education?

<p>Culturally appropriate materials to supplement biased resources (B)</p> Signup and view all the answers

What does Hume suggest about the contributions of non-white individuals to civilization?

<p>They contributed minimally compared to white individuals. (A)</p> Signup and view all the answers

What was Linnaeus credited with regarding race classification?

<p>Creating a classification system ranging from animal-like to civilized. (B)</p> Signup and view all the answers

How were Jews, Catholics, and Protestants viewed according to the content?

<p>Their contributions were often questioned based on their faith. (A)</p> Signup and view all the answers

What stereotype was introduced to European and American readers in A History of Jamaica?

<p>Black peoples are depicted as brutish and treacherous. (B)</p> Signup and view all the answers

According to the content, which of the following groups was often excluded from the standards set by European males?

<p>Women. (B)</p> Signup and view all the answers

What major basis for judgment was identified regarding non-whites?

<p>Their intellectual equipment. (B)</p> Signup and view all the answers

What impact did craniometry have on art education?

<p>It influenced perceptions of racial superiority. (B)</p> Signup and view all the answers

What aspect of Europeans’ view of art and craft is highlighted in the content?

<p>Hierarchical and gendered distinctions were embedded in their views. (C)</p> Signup and view all the answers

What conclusion can be drawn from the claims made about non-white individuals?

<p>They had limited potential for contributing to civilization. (C)</p> Signup and view all the answers

What attitude did the Houston Museum of Fine Arts hold towards black visitors during the 1930s?

<p>It allowed black visitors only one evening per week. (C)</p> Signup and view all the answers

According to Zerffi, what was a common belief about the artistic abilities of different racial groups?

<p>Blacks were seen as savages and incapable of producing high art. (D)</p> Signup and view all the answers

What was the underlying factor in Zerffi's views on art and ethnicity?

<p>The inherent bodily construction and brain capacity. (D)</p> Signup and view all the answers

How did racism impact the viewing of art by African Americans?

<p>They were often excluded from museum audiences. (C)</p> Signup and view all the answers

Which statement reflects Zerffi's perspective on artistic development?

<p>The white race has surpassed other groups in art creation. (A)</p> Signup and view all the answers

What does the term 'cosmical forces of nature' imply in Zerffi's discussion?

<p>Art is shaped by various environmental and universal elements. (C)</p> Signup and view all the answers

What does the phrase 'magic circle of the imagination' refer to in the context of art?

<p>The creative and imaginative faculties of the mind. (C)</p> Signup and view all the answers

What effect did racism and power have on the perception of art and artists?

<p>It normalized and maintained oppression of minority groups. (D)</p> Signup and view all the answers

What misconception about artistic talent is expressed in Zerffi's comments?

<p>Non-white races lack the ability for artistic innovation. (A)</p> Signup and view all the answers

Which statement best characterizes the historical view of African Americans and art production?

<p>They were perceived as incapable of producing high-quality art. (D)</p> Signup and view all the answers

What stereotype was supported by geographic determinism regarding the performance of different races?

<p>Certain races are inherently lazier due to their climate. (A)</p> Signup and view all the answers

Which of the following statements reflects the views of Leclerc about beauty?

<p>The temperate climate produces the most beautiful people. (A)</p> Signup and view all the answers

Who connected the idea of geographic determinism with the superiority of white Protestant races?

<p>Isaac Edwards Clarke (C)</p> Signup and view all the answers

Which of the following regions did Leclerc identify as producing the most beautiful people?

<p>Georgia, Circassia, and Italy. (C)</p> Signup and view all the answers

What impact did geographic determinism have on racial classifications in the 19th century?

<p>It provided justification for racial superiority concepts. (B)</p> Signup and view all the answers

How did Marsden characterize the stereotypes of 'noble savage' and 'lazy native'?

<p>As products of geographic determinism. (C)</p> Signup and view all the answers

What was one claim made by Isaac Edwards Clarke regarding civilization?

<p>The immediate future of civilization rests with Protestant White races. (B)</p> Signup and view all the answers

What does the term 'formalism' refer to in the context of multicultural art education?

<p>A focus on the form and structure of art. (B)</p> Signup and view all the answers

Why is the concept of geographic determinism considered problematic in the study of races?

<p>It ignores the role of culture in shaping behavior. (A)</p> Signup and view all the answers

What quality did nineteenth-century racial rankings associate with different climates?

<p>Climate impacts beauty and artistic ability. (C)</p> Signup and view all the answers

Flashcards

Eurocentric Bias in Art

The belief that art produced by European males is superior and represents the only true standard of artistic excellence.

Dominant Art Canons

A set of established rules and values that define what is considered 'good' art, often based on Western European traditions.

Art & Craft Distinction

The idea that fine art is superior to craft, often based on Western artistic hierarchies.

Individual Genius Myth

The belief that artistic greatness is solely attributed to the unique talent of a single individual.

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Formalist Aesthetics

A focus solely on the visual elements of art, such as form, color, and composition, while ignoring cultural or historical context.

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Ethnocentrism

The belief that one's own culture is superior to others, often resulting in prejudice and discrimination.

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Multicultural Art Education

An approach to art education that recognizes and celebrates the diversity of artistic traditions and practices from different cultures.

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Craniometry

The study of skull size and shape, historically used to justify racial superiority.

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Racial Superiority

The belief that some races are inherently superior to others, often based on biological characteristics.

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Linnaeus' Classification

Carl Linnaeus, a Swedish botanist, classified humans into various races, including 'wildman,' African, American, Asiatic, and European.

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Stereotype

A widely held oversimplified generalization about a group of people, often negative or inaccurate.

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Invidious Stereotypes

Stereotypes that are intended to be hurtful or damaging to a group's reputation.

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Elitist Aesthetic

A view of art that values high culture and excludes lower forms, often based on class or race.

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Art Education's Influence

Prejudice and stereotypes about race influenced the development of art education.

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Hume's View of Non-Whites

David Hume, a philosopher, believed that non-white people were inherently uncivilized and incapable of intellectual advancement.

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Western Aesthetics

The study of beauty and art originated in Europe during the Enlightenment era.

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Cultural Pluralism in Art Education

The recognition, sharing, and respect of diverse cultures within art education. This approach aims to make art education inclusive and relevant to students from various backgrounds.

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Culturally Appropriate Curriculum Materials

Art education resources that are sensitive to the cultural diversity of students and avoid biased or limited representation of different cultural groups.

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Role of Students in Cultural Pluralism

Students can become teachers, sharing their cultural art knowledge with classmates and educators. This fosters a reciprocal learning environment.

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Involving Community in Art Education

Engaging parents and community members as experts and resources in art education, enriching the classroom with diverse cultural perspectives.

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Goals of Cultural Pluralism in Art Education

To promote respect for all individuals, cultivate an inclusive learning environment, and ensure that art education is relevant and meaningful for students from diverse backgrounds.

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Aesthetic Canons

Established principles or standards used to judge the beauty and quality of art.

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Formalism in Art

An art theory that emphasizes the formal elements like composition, color, and shape, rather than subject matter or meaning.

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Geographic Determinism

The belief that geographical factors like climate and location determine cultural traits and a people's destiny.

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"Noble Savage" Stereotype

A romanticized view of non-Western peoples as inherently pure or virtuous, often used to justify colonialism.

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"Lazy Native" Stereotype

A negative stereotype that portrays Indigenous people as inactive or unmotivated.

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Racial Rankings

Hierarchical classifications of people based on race, often used to justify prejudice and oppression.

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Climate and Beauty

The idea that people from temperate climates are more beautiful.

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Protestant White Races

The belief that Protestant people of European descent are superior and have a special destiny.

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Centennial Exposition

A large exhibition held in Philadelphia in 1876 to celebrate the 100th anniversary of the Declaration of Independence.

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Art Education and Race

The relationship between art education and prevailing racial biases and stereotypes.

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Artistic Inferiority

The belief that certain racial groups are inherently incapable of producing or appreciating high-quality art.

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Racial Exclusion in Museums

The practice of excluding or limiting access to museums for people of color, often based on racist beliefs about their artistic capabilities.

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Turanian/Mongol

A term used by Zerffi to label a racial group, often associated with East Asians, and deemed artistically inferior.

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Technical Ability vs. Artistic Sense

Zerffi's argument that certain groups excel in technical skills like intricate designs, but lack artistic vision and higher qualities like perspective and shading.

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Art as a Product of Racial Heritage

The idea that artistic expressions are inherently tied to racial characteristics and that certain races are naturally superior in art.

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White Racial Supremacy

A belief system that views the white race as innately superior and justifies domination and exclusion of other races.

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Artistic Stages of Development

Zerffi's hierarchical view of artistic evolution, placing the white race at the pinnacle and characterizing other races as stuck in 'savage' or 'stationary' stages.

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Worrisome Change and Decline

The anxiety among the middle class in the late 19th century about potential societal changes and decline, fueled by racism and fear of losing power.

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Racism and Power

The intertwined nature of racial prejudice and social power, used to maintain dominance and subjugate marginalized groups.

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Normalization of Oppression

How societal practices and beliefs become normalized to justify and perpetuate oppression, making it seem acceptable or even natural.

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Study Notes

Ethno- and Egocentrism in the Art Curriculum

  • Art education's origins are often rooted in Eurocentric biases and elitist views of art, prioritizing European male artists.
  • Traditional art education often excludes the art of other cultures, often considering Western art superior.
  • These prejudiced notions influence understanding and teaching methods.
  • Educators are challenged to address issues of racism, prejudice, stereotyping, and discrimination in their approach to teaching.
  • The dominance of Western artistic canons has led to the exclusion of art forms and perspectives from other cultures.
  • Power dynamics in society have influenced artistic canon formation, favoring certain art forms and cultures over others.
  • Multicultural education is crucial in changing the Eurocentric curriculum, ensuring diverse representation in the art classroom.

Culture-Bound Assumptions about Art

  • Western art canon assumptions often prioritize European art, oil paintings, sculptures, architecture, and other specific mediums.
  • A hierarchical distinction between art and craft is common, with craft often undervalued.
  • Art is frequently attributed to individual geniuses rather than considering cultural contexts.
  • Assessments of art often rely on specific criteria like composition, color, and technique instead of acknowledging sociocultural influences.
  • Great art is often associated with specific aesthetic responses and ignores possible cultural or social meanings.

Ethnocentrism in Art

  • Ethnocentrism is a problematic concept, implicitly linked to racism and prejudices.
  • Ideas of racial inferiority and cultural hierarchy have been historically entwined with art education.
  • Historical figures like Zerffi embody ethnocentric views, positioning European art as superior.
  • Cultural values were misrepresented through colonial frameworks.

Racism and Cultural Bias in Art

  • Historical prejudice linked artistic talent to race and nationality, positioning some art as superior to others.
  • This led to the view that artistic talent was tied to specific races or ethnicities, considering some as inherently more skilled in art.
  • Certain races and cultural groups were considered intellectually or artistically inferior.
  • This view played out in art educational practices and curricula.

Cultural Prejudice in Art Education

  • The evaluation of art frequently tied to cultural factors or geographic location.
  • Historical art education materials and assumptions influenced views on specific cultures and aesthetics.
  • This impacted how teachers considered and taught diverse perspectives.
  • Art historical narratives often omitted the contributions of diverse cultures.

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Description

This quiz delves into the challenges of ethnocentrism and egocentrism within the art curriculum. It explores the historical biases favoring Western art and the importance of integrating diverse cultural perspectives. Participants will reflect on how educators can combat racism and promote a more inclusive art education.

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