The Educationally Interpreteive Exhibition by Bass et al

The Educationally Interpretive Exhibition:
Rethinking the Display of Student Art

by Kelly Bass, Teresa Cotner, Elliot Eisner, and Tom Yacoe at Stanford University and Lee Hanson, from the Palo Alto Unified School District

is the newest booklet from NAEA for the exhibition of student artwork. This unique booklet demonstrates the forms of thinking that children and adolescents engage in when they make art. The exhibition was constructed at the 1996 NAEA Convention in San Francisco.

Rethinking the Display of Student Art focuses upon an educational model, rather than on a gallery model. The interpretive exhibition of student artwork is intended to help people understand the relation ships between thinking and the creation of visual art. The 28 full-color images throughout the booklet illustrate how the exhibition was arranged and constructed; the final section of 47 "General and Theoretical Quotes" is especially helpful for literature pertaining to cognitive and artistic development.

Because of the emphasis on thinking and student learning, using the educational model, Rethinking the Display of Student Art makes a useful contribution to Goals 2000 and educational reform. The model process lends itself to various aspects of reform i.e., standards, frameworks, assessment.

Classroom teachers will find this a valuable resource, both to help viewers understand that art activities are opportunities for students to learn to use their minds well and, as a process to advocate art learning, such as the national visual art standards or portfolio assessment in art. Staff development programs may want to order multiple copies of the book to use as a text or supplement to their courses and for library collections.

"This booklet provides a substantive advocacy process of how individual artworks are linked to quotations that provide meaningful visual interpretations of its educational content," states NAEA Executive Director Thomas Hatfield. "It is a keystone publication that could be used to help state legislators, administrators, parents and other decision-makers to understand varying points of the national visual arts standards, state frameworks, local curriculum, and individual student learning; the potential is infinite."

The interpretive exhibition is based upon an educational model, rather than on a gallery model.
The interpretive exhibition of student artwork is intended to help people understand the relationships between thinking and the creation of visual art.
The interpretive exhibition is based on different premises—to help people understand that art activities are opportunities for students to learn to use their minds well
It illustrates the cognitive outcomes involved in the making of visual images.
It is a signpost for students, parents, teachers, and administrators to consider new directions for the display, interpretation, and viewing of student artwork which illuminate the educative experience of art making.
The exhibit represents, describes, and interprets the educational content of art education--weaving visual images with the threads of conceptual thought.
This landmark booklet describes what, how, why it was done, the use of the educationally interpretive exhibition, accompanied with full color photos illustrating the exhibition's construction.

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