SiMON FRASER UNIVERSITY
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SENATE
MEMORANDUM
OFFICE OF THE DEAN OF GRADUATE STUDIES
From
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GRADUATE CURRICULUM CHANGES,
NEV
Subject..
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Date... JC.E?I8.ER.22.,..19.82
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EDUC 856-5
Actions undertaken by the Senate Graduate Studies Committee at its
meeting of November 15, 1982 and by the Executive Committee of the Senate
Graduate Studies Committee at its meeting on December 13, 1982, give rise
to the following motion:-
MOTION:
"That Senate approve and recommend approval to the Board
of Governors, as set forth in S.83-21, the proposed new
graduate courses, EDUC 857-5, Issues and Topics in
Environmental Education, and EDUC 856-5, The Visual Arts,
Imagery and Education."
7 ?
J.M. Webster
Dean of Graduate Studies
SiMON FRASER UNIVERSITY
MEMORANDUM
*To. .
Stn
,
Kane har.
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From.... ?
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Faculty of Educatic.
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Centre for the Arts
Subject .....
Educ.856-5
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Date
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.
ovembe....198.
I hope this is not too late. Upon receiving your memo of October
19,1 passed on the information to our Visual Art Program for comment. Faculty
were unable to meet on this matter until last week.
I am assured by faculty that Educ. 856-5 does not duplicate
any existing or projected courses in our Visual Art program except insofar
as concepts of "mental imagery" are constantly addressed within the context
of visual art studio course critiques.
It appears to be a well designed course and we are pleased that
it is being proposed.
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Grt' Strate
cc: Marc Diamond
Greg Snider
Tony Besant
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Approved: Departmental Graduate Studies Committee:
Faculty Graduate Studies Committee:
Faculty:
nvrate C
J1MUN }'RASLR
UNIVERSITY
New
Craduate Course Proposal Form
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Form (;s.
ALI;NflAI FNIORM/'I'ION:
Dep:tvt :n.n :
Education
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Course Number:
Tit.1e: ?
The Visual Arts, Imagery, and Education
Description: ?
Examination of thought processes associated with the visual arts,
ano metnoas or oeveiopingtnose
pruceses
rur enerIuui..aiuriai purpue.
Special attention will be given to theories of mental imagery and the applications
of mental imagery in several are
ps
of the school curriculuiui.
Credit Hours: ?
5 ?
Vector: ?
Prerequisite(s) if any:
2. ENROLLMENT AND SCHEDULING:
l::;tmated Enrollment: ?
20 ?
When will the course first he offered: Spring 1983/84
Unw
often will the course be offered: ?
Alternate years
3. J1JS'L'1 lICATTON:
There is a need in the field of art education for a course which focuses
the thought
prnrccc
accririated
with the
visual arts. The
present
course
seeks to fill this need by guiding students In the examination of the process
of constructi
n g
and
recovering
meaning
throu9hthe visual arts, rather than
studying the technical and formal means of the arts:themselves. Special attention
- ?
is
given
to theories
nf mnta1
imagery,
as
the
intellectual
foundation .f...t.ht
visual arts. While mental imagery has long been a neglected topic in educational
- ? - ? -
rad ?
ing ?
aTT
!_lnter-culturdl
Under
s1tudIii. Education856
will review the reseerc
"..
RESOURCES:
on mental imagery, and will encourage students to clarify the applications of
- imagery-developing curriculum in the arts to the goals of a general education.
Which laculty member will normally teach the course: ?
Dr. Dan Nadaner
Wht are tli" budgetary implications of mounting the course: No increase in budget
Are there sufficient Library resources (append details): Yes; appendix attached.
Appended: a) Outline of the Course
b)
An indication of the competence of the Faculty member to give the course
c) Library resources
The Visual Arts, Imagery, and Education
Justification
There is a need in the field of art education for a course which focuses
on the thought processes associated with the visual arts. The present
course seeks to fill this need by guiding students in the examination of the
process of constructing and recovering meaning through the visual arts,
rather than studying the technical and formal means of the arts themselves.
Special attention is given to theories of mental imagery, as the intellectual
foundation of the visual arts. While mental imagery has long been a neglected
topic in education psychology, research is now illuminating the role of mental
imagery in such areas as reading and inter-cultural understanding. Education
856 will review the research on mental imagery, and will encourage students
to clarify the applications
of
imagery-developing curriculum in the arts to the
goals of a general education.
Outline Of Topics
1)
Review of research on the arts and cognition.
The nature of mental imagery.
The role of the image in cognition.
The relationship of images to abstract concepts.
2)
Imagery In children's learning.
Research on children's imagery.
The role of imagery in reading and writing.
3) Relationships between imagery and general education.
Examples from the fields of art, science, mathematics, and social
studies.
4)
Developing imagery through the visual arts.
Points of view in drawing.
Dreams and emotions in painting.
Representing perceptions of film.
Stereotyped vs. authentic images.
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5) Applications to school programs.
Student projects in the arts, sciences, and social studies.
Competence Of The Faculty Member To Give The Course
Dan Nadaner holds the Ph.D. in Art Education from Stanford University,
where he studied with Elliot Eisner and with cognitive psychologists
Gavriel Salomon and John Flavell. He is actively involved in research
and writing in the areas of art and visual imagery in education. He has
taught the proposed course as a special topics course during the 1982
Summer Institute In Teacher Education (SITE).
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S
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Bibliography
Abbs, Peter. Education And The Living Image: Reflections On Imagery,
Fantasy, and The Art Of recognition. Teachers College Record, 82:
475-96, Spring 1981.
Arnheim, Rudolf. Art And Visual Perception.
Visual Thinking.
Adler, Richard. The Effects Of Television Advertising On Children.
Cramer, Eugene H. Mental Imagery, Reading Attitude, and Comprehension.
Reading Improvement, 17 (2) Summer, 1980, 135-139.
Eisner, Elliot. Reading And The Creation Of Meaning. In M. Douglass,
Ed., Claremont Reading Conference, 49th Yearbook.
Eldridge, Arthur. Images Of Conflict.
Gordon, Rosemary. A Very Private World. In P. Sheehan, Ed., The Function
And Nature Of Imagery.
An Investigation Into Some Of The Factors That Favour
The Formation Of Stereotyped Images. British Journal Of Psychology,
39 (3), 156-187.
Iser, Wolfgang. The Act Of Reading.
Jung, Carl. Man And His Symbols.
Kepes, Gyorgy. Module, Proportion, Rhythm, Symmetry.
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Langer, Suzanne. Problems Of Art.
McKim, Robert. Experiences In Visual Thinking.
Mendelowitz, Daniel. Drawing.
Nadaner, Dan. Art And Cultural Understanding: The Role Of Film In
Education. Art Education, July 1981.
Nichols, Bill. Ideology And The Image.
Nisbit, Robert. Sociology As An Art Form.
Piaget, Jean. The Child's Conception Of The World.
Pressley, M. Imagery And Children's Learning: Putting The Picture
• ? In Developmental Perspective. Review Of Educational Research, 47,
1977, 585-622.
Randhava, B.S. Visual Learning, Thinking, and Communication.
Salomon, Gavriel. Interaction Of Media, Cognition, And Learning.
Sheehan, Peter. The Function And Nature Of Mental Imagery.
Shepard, Roger. The Mental Image. American Psychologist. 1978, 33,
125-137.
Singer, Jerome. Imagination And Make-Believe Play In Early Childhood:?
Some Educational Implications. Journal Of Mental Imagery, 1977, 1,
127-144.
Sommer, Robert. The Mind's Eye: Imagery In Everyday Life.
Steinbert, Saul. The Inspector.
Wilson, Brent. An Iconoclastic View Of The Imagery Sources In The
Drawings Of Young People. Art Education. 1977, 30, 5-11.
Yujlle, John C. and Michael J. Catchpole. The Role Of Imagery In
Models Of Cognition. Journal Of Mental Imagery. 1977, 1, 171-180.
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1MON IRASLR UNIVrR;1TY
New (raduate Course Proposal Form
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form (S.8
A Li N PAR [Ni ORMAl I ON
-- Education
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Course
Number: ?
857-5
Issues and Topics in Environmental Education
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-
Description: ?
Environmental Education programs have been developed and offered by a
range of agencies including public schools, government departments, and citizens groups.
This course examines theorigins of Environmental Education, the range of program offerings,
and the educational concepts which appear to underly them.
Credit Hours:
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5
Vector:
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3-2-0 ?
Prerequisite(s)
if
afly:Consentof
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Instructor
2.
ENROLLMENT AND CHFDULING:
I::; t. i mdted Enrollment:
?
15
?
When will the course first be offered 1983-1or1983-3
How
oft(--n will the course be offered:
?
Once/year.(TypicallyintheFallSemester)
J. JiJ
,
ij I[CA'IION
During the years since 1971 when Evnironmental Education courses were first offered to
SFU undergraduates and to teachers in B.C., more than 800 students have undertaken studies
in Environmental Education. Many have completed the Special Minor as well. At this time
a growing number of graduate students wish to include an Environmental Education course
as part of _their studiesatanadvancedlevel.
4. RrSoIJRi:5
Which I'icu1ty member will normally teach the course:
?
Dr. Milton McClaren
What aro tie budgetary implications of mounting the course: None.
Are there sufficient Library resources (append details):Thebooks,articles,etc.considered
in the course are available in our collection or are widely sold as texts.
Appended: a) Outline of the Course
b)
An indication of the competence of the Faculty member to give the course
c)
Library resources
(seeattachments)
Approved: Departmental Graduate Studies Committee
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.I , a
Faculty Graduate Studies Commit
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Datej, _
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;enate (rduate Studies eanittee:
senate: ?
Date
Attachment: (A) COURSE OUTLINE AND READING LIST
1.
A Description of Environmental Education
This section of the course will provide a review of the origins
of Environmental Education and will define a number of important
terms in this area. Environmental Education will be delimited
from Outdoor Education, Outdoor Recreation and Conservation
Education. Important Canadian, U.S, and U.N. documents and
legislation pertaining to Environmental Education will also be
examined.
For the purposes of this course the definition of Environmental
Education which will be used as a starting point for discussion
is that developed by Cerovsky for the International Union For
the Conservation of Nature (1974): "Environmental Education is
the process of recognizing values and clarifying concepts in order
to develop skills and attitudes necessary to understand and
appreciate the interrelationship among humankind, culture, and
the biophysical surroundings.
Environmental Education entails practice in decision making and
self-formulation of a code of behaviour about issues concerning
Environmental quality."
2.
Educational Issues in Environmental Education
This section of the course will examine a number of important
educational issues which are associated with Environmental
Education. These will include:
• the approach and efficacy of programs of public education as
agents of change in behaviour and/or lifestyle,
the reliability of the informational base on which
Environmental Education programs are proposed or operated
(What are current views concerning the status of the Biosphere
and the urgency or non-urgency of action? Who are the major
contenders and what are their stances?),
the role of public schools as vehicles for Environmental
Education and as forums for the discussion of environmental
and social issues.
3.
The Implications of Learning Theory for Environmental Education
A number of researchers in Psychology and Education have studied
topics which are of importance to Environmental Education. Notable
among them are ideas related to the development of cognitive
structures concerning the physical environment, and cultural
and social influences on environmental perception and knowledge.
This course will pay particular attention to the relationship
between the objectives, structure and teaching strategies of
Environmental Education programs and theories of how people
learn about or understand their environment.
(A) Course Outline and Reading List (Cont'd.)
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Page 2
4.
A Review of Current Program Types in Environmental Education
This section of the course will entail an examination of specific
programs, largely drawn from the U.S. and Canada, but also from
Europe and the Third World. Representative educational materials
and curricula will be drawn from those which have been developed by:
-other governmental agencies,
-private sector and corporations and business,
-"citizens" groups and special interest groups.
Special attention will be given to the curricular stance or
"Orientation" (Eisner, 1979) of each example.
5.
Special Issues Associat&with Environmental Education
A number of topics are often addressed under the Environmental
Education rubric and should be considered in a course of this
nature because they often are faced by teachers. Typical of
these are the following:
the development of programs which encourage and assist students
in taking action to address a local environmental problem:
(i.e., salmonid enhancement; the conservation corporations;
litter campaigns)
How useful are these programs educationally?
How effective are they in ameliorating local problems?
• Are wilderness challenge experiences a useful vehicle for
developing student self-concept and competence? What are the
goals and effects of programs such as "Outward Bound"? What
relationship, if any, do these programs have to other types of
environmental education?
• Can teaching strategies and curricula develop environmental
"awareness" or students' observational abilities in various
settings? What is relationship, if any, among awareness,
inquiry, and knowledge?
S. ?
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27.10.82
REFERENCES
Armstrong, J. 1980. The Canadian Energy Bibliography. Toronto.
The Ontario Library Association.
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Bateson, C. 1979. Mind and Nature. New York. E. P. Dutton.
Beer, Stafford. 1977. Platform for Change. N.Y. Wiley (Interscience.)
Bowman, J., Fred Kierstead, and Christopher Dede. 1979. The Far Side of
the Future: Social Problems and Educational Reconstruction.
Washington D.C. The World FuturesSociety.
Brown, Lester R. 1981. Building a Sustainable Society.New York. W.W.Norton.
Claus, C. & Karen Bolander. 1977. Ecological Sanity. New York. David McKay.
Downs, Roger M., & David Stea. 1977. Maps in Minds. New York. Harper & Row.
Eiseley, Loren. 1978. The Star Thrower. New York. Times Books.
Eisner, Elliot W. 1979. The Educational Imagination. New York. Macmillan.
Esser, Aristide. (Ed.) 1971. Behaviour and Environment. New York. Plenum.
Fabun, Don. (Ed.) 1967. The Dynamics of Change. Englewood Cliffs. Prentice Hall.
Fletcher, Basil. 1971. The Challenge of Outward Bound. London. William Heineman.
Hawkins. David. 1974. The Informed Vision. New York. Agathon Press.
Hawkins, Donald E. & DennisA. Vinton. 1973. The Environmental Classroom.
Englewood-Cliffs. New York.
Holt, John. 1976. Instead of Education. New York. Delta (Dell.)
Hutchins, R.M. 1953. The Conflicts in Education in a Democratic Society.
New York. Harper.
Jarolimek, J. 1981. The Schools in Contemporary Society. New York. Macmillan.
Jarolimek, J. & H.M. Walsh (Eds.) 1974. Readings for Social Studies in
Elementary Education. New York. Macmillan.
Kohl, Herbert & Judith Kohl. 1977. The View From the Oak. San Francisco.
Sierra Club.
Kozol, J. 1975. The Night is Dark and 11½m Far From Home. New York. Bantam.
Leeper, R.R. (Ed.) Curriculum Decisions --Social Realities. Washington, D.C.
A.S.C.D.
Lovins, Amory. 1977. Soft Energy Paths. Cambridge. Ballinger: Friends of the
Earth.
Leff, Herbert. 1978. Experience, Environment, and Human Potentials.
New York. Oxford University Press.
Melvin, K. 1970. Education in World Affairs. Lexington (Mass.) D.C. Heath.
Nemetz, Peter N. 1979. Energy Policy The Global Challenge. Toronto.
Butterworth.
2
References (Cont'd.)
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Page 2.
Rosenblum, S. and Karen Louis. 1981. Stability and Change: Innovation in
an Educational Context. New York. Plenum.
Roszak, T. 1979. Person/Planet. New York. E.P. Dutton.
Rowe, Mary Budd. 1978. Teaching Science as Continuous Inquiry: A Basic.
New York. McGraw Hill.
Schumacher, E.F. 1974. Small is Beautiful. London. Abacus.
Tinbergen, J. (Ed.) 1977. Reshaping the International Order. New York.
E.P. Dutton.
Toffler, Alvin. 1980. The Third Wave. New York. William Morrow.
Van Matre, S. 1979. Sunship Earth. Martinsville. The American Camping
Association.
.
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08.10.82
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Attachement: (B) COMPETENCE OF THE FACULTY MEMBER WHO WILL
NORMALLY OFFER THE PROPOSED COURSE
Dr. Milton McClaren, Associate Professor, has a background in
Biological Sciences and Education. He is an associate member
of the Biological Sciences Depar/ment and has taught a wide range
of departmental course offeri
,
ps including BISC. 101, 102,
326,
310 and
003.
He was responsible for developing the special
minor in Environmental Education and has coordinated the Summer
Institute in Environmental Education since 1971. He has also
taught Environmental Education at the Graduate level since
1977,
mostly as special topics, directed readings or field work courses.
He has supervised graduate students who have completed M.Sc.
Ph.D. andM.Ed. degrees in Biological Sciences, Environmental
Education and Science Education.
Dr. McClaren was a founding member of the B.C. Environmental
EducatlQfl Association, and has been a member of the Environmental
Education section of the Canadian Commission tOU.N.E.S.C.O.,
a member of the Environmental Education Task Force for the
Canadian Man and Resources Program, and a Consultant in Curriculum
to the Banff Centre's Environmental Management Program.
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