Abstract :
Industrial art education entered nineteenth century Massachusetts schools as an
educational reform, but was not completely successful for a variety of reasons. Key
factors contributing to this failure included, first, conflicting rationales used in
advocating art education. Second, discrepancies between authoritative taste and
early consumer choice in art reproductions threatened the power of reformers,
notably Walter Smith. Third, differing assumptions about art among art specialists
and classroom teachers, compounded by growing distinctions between men’s and
women’s sphere of action, made it difficult for teachers to fully participate in the
reform process. Late twentieth century reform policies may also fail without
recognition of multiple justifications, with over-reliance on top-down expertise, or
with lack of attention to teachers’ beliefs and needs.
