The changing field of art history: implications for instruction in a museum and a classroom setting

Abstract

Art history lessons were examined to determine fourth grade student abilities to study art and culture. The lessons were instructed in museum and classroom settings and focused on content central to Navajo rugs. The project did not present "traditional" linear or formalistic approaches to art history, but rather investigated alternative methods. The lessons included the following areas: (1) reality of the actual rug versus the illusion of the reproduction; (2) personal recognition of culture and physical place in comparison to an art object's; and (3) materials and processes used for production in relation to environment. Data from the study indicates students are capable of modeling a cultural art historical inquiry. These findings reveal new implications for art historical study with elementary students which reach beyond the concept of chronological historical analysis to include the component of culture.