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Title:Art as argument: A rhetorical approach to teaching literature and painting
Author(s):Goldsmith-Conley, Elizabeth Harriet
Doctoral Committee Chair(s):Smith, Ralph A.
Department / Program:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Education, Art
Education, Language and Literature
Education, Curriculum and Instruction
Abstract:A rhetorical approach in the classroom which emphasizes questions of audience, purpose, and technique will help to mediate conflicts about content and pedagogy in the literature and art curriculum, will promote critical thinking skills in students, and should encourage a more serious public attitude toward the arts. Chapter 1 examines American practices of teaching literature and art over the last century. Chapter 2 surveys classical and contemporary theories of rhetoric and emphasizes those of Cicero and Chaim Perelman. The survey introduces the three offices of the orator (delighting, moving, instructing) and the five canons of rhetoric, particularly of invention, arrangement, and expression, terms later used in the heuristics this study advocates. Chapter 3 shows how the rhetorical approach has been applied in the past to arts such as literature, painting, architecture, and music. This chapter features the ut pictura poesis tradition of the fifteenth through eighteenth centuries and shows how the rhetorical perspective is again emerging. Chapter 4 applies a rhetorical framework to the analysis of advertisements (the quintessential example of a rhetorical art), poems, and paintings. Chapter 5 ends by underlining similarities between the general critical thinker and higher order cognition in the arts and showing how the rhetorical approach can cultivate sensitivity and higher-order thinking skills.
Issue Date:1992
Rights Information:Copyright 1992 Goldsmith-Conley, Elizabeth Harriet
Date Available in IDEALS:2011-05-07
Identifier in Online Catalog:AAI9236468
OCLC Identifier:(UMI)AAI9236468

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