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Smith, Ralph A. McKeon, Penny 2015-09-25T19:56:36Z 2015-09-25T19:56:36Z 10000-01-01 1999 1999 Art history is defined and subsequently described in terms of authentic practices. Characteristics of practice are investigated using a range of contemporary commentary. Case studies of five selected historians, Giorgio Vasari, Alois Riegl, Erwin Panofsky, Michael Baxandall and Svetlana Alpers, constitute illustrative data to vivify the model for educational applications of art historical practice. Disciplined education is interpreted as an artworld orientation to art historical learning, using the artworld categories and three kinds of knowledge which constitute the model. The inclusively descriptive matrix uses a series of propositional cells to engage these artworld and epistemological concepts and present a necessary and sufficient scheme for pedagogical action consistent with becoming generally educated. Made available in DSpace on 2015-09-25T19:56:36Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9944935.pdf: 28502578 bytes, checksum: ac30fa796771fdfbe08cdfbe147e3a28 (MD5) Previous issue date: 1999 Embargo set by: Seth Robbins for item 81618 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 387 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999. http://hdl.handle.net/2142/80336 (MiAaPQ)AAI9944935 eng History, United States A Model for Art History Within Discipline -Based Art Education text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.