The study of fine art in American Colleges and Universities: Its relation to the study in public schools

1901 ◽  
Author(s):  
Frank Forest Frederick
Keyword(s):  
Public Schools ◽  
Fine Art ◽  
Colleges And Universities

Educational Opportunity in the Army of Occupation

1920 ◽  
Vol 13 (1) ◽  
pp. 36-37
Author(s):  
J. T. Rorer
Keyword(s):  
Public Schools ◽  
Educational Opportunity ◽  
Great Majority ◽  
Colleges And Universities ◽  
Normal Schools ◽  
The Public

In the fall of 1918, the Y. M. C. A. sent out a call for two thousand educational executives. These men were selected from the faculties of normal schools, colleges, and universities. There was also a small representation from the public schools, generally men of extended experience as specialists, principals, or superintendents. Perhaps one third of the men were fortunate in securing leaves of absence from their regular positions, but the great majority were so enthusiastic over the patriotic service that thus opened before them, that they willingly resigned important posts to accept assignment in the A. E. F.

The Financial and Facility Status of Campus Recreation Programs at NIRSA Colleges and Universities

2005 ◽  
Vol 29 (2) ◽  
pp. 127-142 ◽  
Author(s):  
William F. Stier ◽  
Robert C. Schneider ◽  
Steve Kampf ◽  
Greg E. Wilding ◽  
Scott Haines
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Colleges And Universities ◽  
Campus Recreation ◽  
The Us ◽  
Recreation Facilities ◽  
Operational Activities ◽  
Student Fees ◽  
Indoor And Outdoor ◽  
Do So

Directors of campus recreation at NIRSA colleges and universities in the US and Canada were surveyed to determine: (a) the number of schools that have built, within the preceding three years, major indoor as well as major outdoor campus recreation facilities and the number of institutions planning to do so within the next three years; (b) the usage and scheduling priorities covering all campus recreation facilities; (c) the sources of funding for the construction of these major facilities and sites; and (d) the sources of funding for operational activities for campus recreation. The data were analyzed in terms of school size, location, and whether public or private in nature. The findings revealed that 56% of the institutions surveyed had either recently built new major indoor student recreation centers or were planning to do so, within the next three years. In terms of major outdoor facilities or sites, the percentage was 41%. The majority of construction funds for indoor and outdoor facilities/sites as well as operational funds for programs and activities came from future student fees at most of the public schools. Typically, private schools had the majority of their monies for both indoor and outdoor facilities emanating from private sources while the majority of operating costs was covered through the general fund of the institutions. The sharing of facilities continues with both physical education and with athletics; and, the directors of campus recreation, generally speaking, felt comfortable with such arrangements, even when such arrangements include having athletic and physical education activities take precedence in usage over those of campus recreation.

scholarly journals Discussion on the Teaching Strategy of Oil Painting in Colleges under the Background of Multiple Art Culture Development

2020 ◽  
Vol 9 (6) ◽  
pp. 136
Author(s):  
Liming Wang
Keyword(s):  
Teaching Strategy ◽  
Fine Arts ◽  
Development Trend ◽  
Fine Art ◽  
Colleges And Universities ◽  
Current Status ◽  
Oil Painting ◽  
Teaching Reform ◽  
Culture Development ◽  
The Development Trend

The development of multiculturalism is the inheritance of human civilization and the result of the further deepening of globalization. The diversified development of fine art culture is one of the main situations of fine art development. The art creation theories, conceptual methods, and painting skills, etc., all exhibit diverse characteristics. Based on this background, college oil painting teaching also needs to grasp this multicultural situation, carry out curriculum teaching reform and innovation, and promote the diversified development of fine arts education. This article introduces the development trend of multiple arts culture and its impact on domestic oil painting, analyzes the current status of oil painting teaching in colleges and universities, and explores effective countermeasures for oil painting teaching in colleges and universities in the context of multiple art culture.

An Alternative Approach to Establishing a Studio Doctorate in Fine Art

Leonardo ◽  
2017 ◽  
Vol 50 (5) ◽  
pp. 520-525 ◽  
Author(s):  
Virginia Maksymowicz ◽  
Blaise Tobia
Keyword(s):  
Fine Arts ◽  
Fine Art ◽  
Colleges And Universities ◽  
Creative Arts ◽  
Master Of Fine Arts ◽  
Alternative Approach ◽  
Terminal Degree ◽  
College Art Association ◽  
Phd Programs ◽  
Creative Inquiry

As soon as the creative arts migrated from academies into colleges and universities, questions about accreditation and evaluation arose. From its inception, the master of fine arts (MFA) degree has been problematic. Although the College Art Association published standards for the MFA in 1977, confusion remains between this terminal degree and the nonterminal master’s degree (MA) in fine arts. Some believe that the solution to this problem is to establish the PhD as the terminal degree in fine arts; however, this solution is problematic in other ways: Standard approaches to research and publication in PhD programs do not mesh with the reality of studio-based creative inquiry and production. A better solution might be the development of a doctor of fine arts (DFA) degree.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

1986 ◽  
Vol 17 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Lou Tomes ◽  
Dixie D. Sanger
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Elementary School Principals ◽  
Team Member ◽  
Interdisciplinary Team ◽  
Survey Study ◽  
Language Programs ◽  
Team Members ◽  
Positive Attitudes ◽  
State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

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