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Mural painting and public schools in...

Rhor, Sylvia Christina.

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Mural painting and public schools in Chicago, 1905--1941 (Illinois).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Mural painting and public schools in Chicago, 1905--1941 (Illinois)./
作者:	Rhor, Sylvia Christina.
面頁冊數:	350 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2405.
Contained By:	Dissertation Abstracts International65-07A.
標題:	Art History. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3139714
ISBN:	0496868551

Mural painting and public schools in Chicago, 1905--1941 (Illinois).
Rhor, Sylvia Christina.

Mural painting and public schools in Chicago, 1905--1941 (Illinois). - 350 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2405.

Thesis (Ph.D.)--University of Pittsburgh, 2004.

Between 1900 and 1946, murals were consistently commissioned for and placed in public schools throughout Chicago. Given the early 21st century resistance to art in public education, it is difficult to comprehend the centrality of these same programs in the past century. What was the relationship between art and public education? How did murals function within and shape the physical and ideological spaces of public schools in the early twentieth century? This dissertation concerns itself with these questions.

ISBN: 0496868551Subjects--Topical Terms:

635474
Art History.

Mural painting and public schools in Chicago, 1905--1941 (Illinois).
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245 1 0 $a Mural painting and public schools in Chicago, 1905--1941 (Illinois).
300 $a 350 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2405.
500 $a Adviser: Barbara McCloskey.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 2004.
520 $a Between 1900 and 1946, murals were consistently commissioned for and placed in public schools throughout Chicago. Given the early 21st century resistance to art in public education, it is difficult to comprehend the centrality of these same programs in the past century. What was the relationship between art and public education? How did murals function within and shape the physical and ideological spaces of public schools in the early twentieth century? This dissertation concerns itself with these questions.
520 $a Working chronologically, I trace the production of murals in Chicago schools from the first grand-scale mural commission in 1905 to the censorship of Edward Millman's Outstanding American Women in 1941. In the first part of this thesis, I focus on the genesis of the mural movement for Chicago schools under the auspices of reformist women's clubs in the early 20th century. Through the commissioning and placement of murals in city schools, these who established themselves as patrons and shapers of public education in the years before suffrage.
520 $a In the second part, I trace the shift in patronage, placement and iconography of public school murals between 1919 and 1934, a pivotal moment in their history. Scholars have long argued that mural painting languished between the waning of American Renaissance commissions of the late 19th and early 20th century and the creation of New Deal arts programs in the 1930s. In fact, however, this was precisely when school murals became institutionalized and codified as a necessary part of the educational system in Chicago.
520 $a In the third part of this thesis, I address the production of murals for public schools under the Illinois Division of the Federal Art Project between 1935 and 1943. I focus on Edward Millman's Outstanding American Women at Lucy Flower High School, which best represents both the culmination and the ultimate failure of what radical artists hoped to achieve in their quest for a "truly public art related to architecture." From reformist clubwomen to Board of Education sponsorship during the 1920s and the intervention of radical painters under federal patronage in the 1930s, mural painting for Chicago schools had provided a vital method of intervening in and defining public education and articulating variously defined visions of democracy.
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