Guide to the Elliot W. Eisner Papers SC0878

Daniel Hartwig

Department of Special Collections and University Archives

October 2010

Green Library

557 Escondido Mall

Stanford 94305-6064

specialcollections@stanford.edu

URL: http://library.stanford.edu/spc

Note

This encoded finding aid is compliant with Stanford EAD Best Practice Guidelines, Version 1.0.

Language of Material: English

Contributing Institution: Department of Special Collections and University Archives

Title: Elliot W. Eisner papers

creator: Eisner, Elliot W.

Identifier/Call Number: SC0878

Physical Description: 118 Linear Feet

Date (inclusive): 1965-1998

Abstract: Collection pertains to his research and teaching and includes class files, articles, papers, speeches, correspondence, and other materials.

Information about Access

This collection is open for research.

Ownership & Copyright

All requests to reproduce, publish, quote from, or otherwise use collection materials must be submitted in writing to the Head of Special Collections and University Archives, Stanford University Libraries, Stanford, California 94304-6064. Consent is given on behalf of Special Collections as the owner of the physical items and is not intended to include or imply permission from the copyright owner. Such permission must be obtained from the copyright owner, heir(s) or assigns. See: http://library.stanford.edu/depts/spc/pubserv/permissions.html.

Restrictions also apply to digital representations of the original materials. Use of digital files is restricted to research and educational purposes.

Cite As

Elliot W. Eisner Papers (SC0878). Dept. of Special Collections and University Archives, Stanford University Libraries, Stanford, Calif.

Biographical/Historical Sketch

Elliot W. Eisner earned several degrees in art education, culminating in a Ph.D. in Education at the University of Chicago in 1962. He taught at the University of Chicago prior to joining the Stanford University faculty in 1965, becoming professor of education and art in 1970.

Over the course of his academic career, Eisner, the Lee Jacks Professor of Education, Emeritus, at the Stanford Graduate School of Education and professor emeritus of art, championed ways that the arts could benefit student learning, as well as educational practice.

He maintained that the arts are critically important to the development of thinking skills in children and that the arts might offer teachers both a powerful guide and critical tool in their practice. He wrote 17 books and dozens of papers addressing curriculum, aesthetic intelligence, teaching, learning and qualitative measurement, in addition to his frequent and entertaining lectures throughout the nation and abroad.

Eisner's ideas reached beyond academia into the classroom: The National Art Education Association, of which he served as president, turned his list – "10 Lessons the Arts Teach" – into a poster, which can still be found today hanging on school walls nationwide. Among the lessons: The arts teach students that small differences can have large effects; the arts celebrate multiple perspectives; and the arts teach children that in complex forms of problem solving, purposes are seldom fixed but change with circumstance and opportunity.

"To neglect the contribution of the arts in education, either through inadequate time, resources or poorly trained teachers, is to deny children access to one of the most stunning aspects of their culture and one of the most potent means for developing their minds," Eisner wrote.

Eisner eschewed the more popular argument for the arts – that some research showed that instruction in music, dance and painting actually boosted test scores in math and science.

Eisner, rather, talked about art for art's sake.

"He figured out that there was something missing from mainstream educational theory and method," said his friend and Stanford colleague Professor Raymond McDermott. "He wanted to address matters of the heart, whereas most of the discipline was pushing a more mechanical view of the child and the act of teaching or researching."

Eisner reached into areas that sat on the margins of educational discourse: arts education, most literally; the art of education, by extension; and the art of researching education, most controversially, McDermott said.

"He moved these concerns to the front and center," McDermott said.

Eisner's unrelenting advocacy of the arts continued during periods in which arts programs were cut in schools, and a chorus of administrators and policymakers, faced with budget constraints, focused on test scores and worried that spending time painting or drawing was not academic enough.

"One of the casualties of our preoccupation with test scores is the presence – or should I say the absence – of arts in our schools," he wrote in the Los Angeles Times in 2005. "When they do appear they are usually treated as ornamental rather than substantive aspects of our children's school experience. The arts are considered nice but not necessary."

Eisner advocated a strict, more sophisticated and rigorous arts curriculum that would put arts instruction on par with lessons in reading, science and math.

Eisner was born in Chicago on March 10, 1933. From an early age, he was set on pursuing a career as an artist. He graduated in 1954 from Roosevelt University in Chicago with a BA in art and education and the following year received an MS in art education from the Illinois Institute of Technology. He then spent two years as a high school art teacher and discovered that he was more interested in the students than the actual art they were making.

Returning to graduate school in the late 1950s, he received a master's degree and doctorate in education from the University of Chicago. Eisner served as an assistant professor there before joining the Stanford faculty in 1965.

Along with his lectures, writings and teaching, his involvement in such curriculum initiatives as the Kettering Project at Stanford in the late 1960s and the Getty Center for Education in the Arts in the 1980s brought him wide recognition, helping him become an influential voice for teachers, scholars and other educators.

Eisner proposed that the forms of thinking needed to create artistic work were relevant to all aspects of education. Incorporating methods from the arts into teaching of all subjects would cultivate a richer educational experience, he said.

"The arts are fundamental resources through which the world is viewed, meaning is created and the mind developed," he wrote.

His work with the Getty Center advanced what is called Discipline-Based Art Education (DBAE). The curriculum structure advocated in DBAE stresses four aspects of the arts: making it, appreciating it, understanding it and making judgments about it.

This type of arts education, Eisner argued, would result in children better understanding the relationships between culture and art and becoming more artistically literate. He also believed children's conceptions of what knowledge is would be more sophisticated after this type of inquiry.

"His voice for evaluating teaching and student learning through many means, not just standardized testing, continued to be heard during the past three decades of standards-based school reform, testing and accountability," said Larry Cuban, professor emeritus of education at Stanford. "Eisner's eloquence in writing and speech gave heart to and bolstered many educators who felt that the humanities, qualitative approaches to evaluation and artistic criticism had been hijacked by those who wanted only numbers as a sign of effectiveness."

For his achievements, Eisner was honored with the Palmer O. Johnson Memorial Award from the American Educational Research Association, a John Simon Guggenheim Fellowship, a Fulbright Fellowship, the Jose Vasconcelos Award from the World Cultural Council, the Harold W. McGraw Jr. Prize in Education from the McGraw-Hill Research Foundation, the Brock International Prize in Education, the University of Louisville Grawemeyer Award for Education and five honorary degrees. He served as president of the International Society for Education Through Art, the American Educational Research Association and the John Dewey Society. He was a member of the Royal Society of Arts in the United Kingdom, the Royal Norwegian Society of Sciences and Letters and, in the United States, the National Academy of Education.

In addition to his son and daughter, Eisner is survived by his wife of 57 years, Ellie; son-in-law, Eric Eislund; and grandsons Seth and Drew Eislund and Ari Eisner.

Obituary from Stanford Newshttp://news.stanford.edu/news/2014/january/elliot-eisner-obit-011714.html>

Description of the Collection

Collection pertains to his research and teaching and includes class files, articles, papers, speeches, correspondence, and other materials.

Subjects and Indexing Terms

Art -- Study and teaching.

Stanford University. Graduate School of Education. Faculty

Eisner, Elliot W.

Papers Accesion ARCH-2007-245

box 1, folder 1

Kettering Project July, 1968

box 1, folder 2

Study of Children's Art

box 1, folder 3

Final Report

box 1, folder 4

Mind as Cultural Achievement: The John Dewey Lecture- 1979

box 1, folder 5

Dissertation: Aesthetic Inquiry and The Creation of Meaning: A Program of Instruction For the Elemetnaary School in The Visual Arts

box 1, folder 6

Seminar in Art Education For Research and Curriculum Development 1965

box 1, folder 7

The Development of Information and Attitude Toward Art At the Secondary And college Levels

box 1, folder 8

Curriculum In the Visual Arts For Elementary School Children

box 1, folder 9

Curriculum In the Visual Arts For Elementary School Children (2)

box 1, folder 10

Final Report: The Development of the Concept of Space as Observed in Children's Drawings: A cross-national /Cross-cultural Study

box 1, folder 11

Stanford University Kettering Project Curriculum in the Visual Arts

box 1, folder 12

Stanford University Kettering Project Curriculum in the Visual Arts(2)

box 2, folder 1

Curriculum in th Visual Arts for Elementary School Children

box 2, folder 2

Curriculum in th Visual Arts for Elementary School Children (2)

box 2, folder 3

Curriculum in the Visual Arts for Elementary School Children (3)

box 2, folder 4

Draft 1974

box 2, folder 5

Study of Children's Art

box 2, folder 6

Art Journal & Notes

box 2, folder 7

The development of Information and Attitudes Toward the Visual Arts at the Secondary and College Levels

box 2, folder 8

Reader: Stanford Colloquim on Museum Education

box 2, folder 9

The Uncertain Profession: Observations on the State of Museum Education in Twenty American Art Museums

box 2, folder 10

No Easy Answers: Joseph Schwab's Contri-butions to Curriculum

box 2, folder 11

Art Education in The Palo Alto Public Schools (1)

box 2, folder 12

Art Education in The Palo Alto Public Schools (2)

box 2, folder 13

Books of The Century Catalog

box 2, folder 14

Journal of issues and research in art Education

box 3, folder 1

Various Papers Undated

box 3, folder 2

Pathfinder Publishing Services 29749

box 3

Dialogues on curriculum 25781

box 3

Elliot W. Eisner, Recent Papers January 1991 - August 1991

box 3

Elliot W. Eisner, Recent Papers January 1990 - December 1990

box 3

Elliot W. Eisner, Recent Papers 1991

box 3

Elliot W. Eisner, Recent Papers 1995 - 1996

box 3

Elliot W. Eisner, Recent Papers 1992

box 3

Elliot W. Eisner, Recent Papers 1994 - 1995

box 3

Elliot W. Eisner, Recent Papers 1994 - 1995

box 3

The University of Chicago, The Effect of Noise Distraction Upon Efficiency in Schoolwork 16990

box 3

Art Information For Total Sample and By Sex Undated

box 3

The University of Chicago, The Department of Education 21389

box 3

Elliot W. Eisner, School of Education Room 40 Undated

box 3

What High Schools Are Like: Views From the Inside 31413

box 3

The Uncertain Profession: Observations on the State of Museum Education in Twenty American Art Museums 31017

box 6

Correspondence: A - C March 1969 - June 1970

box 6

Correspondence: D - F April 1969 - May 1970

box 6

Correspondence: G - J April 1969 - June 1970

box 6

Correspondenc - K - L Feb 1969 - April 1970

box 6

Correspondence - M Feb 1969 - Feb 1970

box 6

Correspondence: N - R Feb 1969 - June 1970

box 6

Correspondece: S Feb 1969 - June 1970

box 6

Correspondence: T - Z April 1969 - April 1970

box 6

Knowledge, Knowing, and The Visual Arts Feb 1 - May 1, 1964

box 6

O.S.U Course Description Eisner July 1 - Sept 1, 1964

box 6

Letters Received September - November, 1964

box 6

Carbons May - June, 1965

box 6

Letters May 1 - July 1, 1964

box 6

Letters Received November - December, 1965

box 6

Correspondence January, 1966

box 6

Carbons November - December, 1965

box 6

Correspondence April, 1967

box 6

Correspondence February, 1967

box 6

Correspondence January - December, 1962

box 6

Letters January - June, 1963

box 6

Carbons 1962

box 6

Correspondence 1960 - 1961

box 6

Carbons - General 1962

box 6

Letters Received July 1 - October, 1963

box 6

Student Correspondence 1962

box 6

Correspondence - University 1962

box 7

Letters September, 1962 - January, 1963

box 7

Correspondence March, 1968

box 7

Correspondence February, 1968

box 7

Correspondence April, 1968

box 7

Correspondence January, 1968

box 7

Correspondence December, 1967

box 7

Correspondence September - October, 1969

box 7

Correspondence July, 1967

box 7

Correspondence June, 1967

box 7

Correspondence May, 1967

box 7

Correspondence January - February, 1965

box 7

Correspondence March, 1967

box 7

Letters Received May - June, 1965

box 7

Letters Received March - April, 1965

box 7

Carbons January - February, 1965

box 7

Letters August - September, 1965

box 7

Letters Received January - February, 1965

box 7

Letters October, 1963 - February 1, 1964

box 7

Carbons November - Decembe, 1964

box 7

Carbons September 1 - November 1, 1964

box 7

Carbons July 1 - Sept 1, 1964

box 7

Carbons January - June, 1965

box 8

Carbons July - October, 1963

box 8

Carbons March 15 - May 1, 1964

box 8

Carbons May 1 - July 1, 1964

box 8

Letters November - December, 1964

box 8

Carbons November 1 - March 1, 1964

box 8

Carbons 1965

box 8

Letters Received January, 1969

box 8

Letters Received December, 1968

box 8

Letters Received November, 1968

box 8

Letters Received October, 1968

box 8

Letters Received August, 1968

box 8

Correspondence July, 1968

box 8

Correspondence June, 1968

box 8

Correspondence May, 1968

box 8

Correspondence June, 1966

box 8

Correspondence April, 1966

box 8

Correspondence September, 1966

box 8

Correspondence August, 1966

box 8

Correspondence July, 1966

box 8

Correspondence November, 1967

box 8

Carbons August - September, 1965

box 8

Letters March - April, 1965

box 8

Correspondence January, 1967

box 8

Correspondence November, 1966

box 8

Correspondence October, 1966

box 9A, folder 1

December Correpsondence

box 9A, folder 2

None

box 9A, folder 3

Janurary 1971

box 10, folder 1

Viktor Lowenfeld Memorial Lecture

box 10, folder 2

None

box 10, folder 3

The Instructor

box 10, folder 4

Eisner Tests-- Art Info Inventory, Art Attit. Invent, Picture Analysis Invent & Manual

box 10, folder 5

Copyright Material

box 10, folder 6

Peninsula

box 10, folder 7

English Trip- E W Eisner

box 10, folder 8

Trip to Israel

box 10, folder 9

Norway Book Project

box 10, folder 10

None

box 10, folder 11

SUSE Futures Data

box 10, folder 12

Far West Regional Laboratory

box 10, folder 13

Pending File

box 10, folder 14

Kettering- Free School

box 10, folder 15

Fellowship Applications

box 10, folder 16

Personal: Travel

box 10, folder 17

Presentations: E.W. Eisner

box 10, folder 18

The Mosswood report- An Appraisal of Oakland's Experimental Art- Centered- School-first 6 months

box 10, folder 19

Scholarship Awards

box 10, folder 20

Personal: Professional

box 10, folder 21

Guggenheim Fellowship

box 10, folder 22

Office of Education #974

box 10, folder 23

Possible Research Studies in Aut Education

box 10, folder 24

Hanna Specs

box 10, folder 25

A proposed Framework for conducting the Search for A New Chairman of the Area of Art Education

box 10, folder 26

Chapter Referenes from June McFee's Second Edition of Preparation for Art Dec. 1968

box 10, folder 27

Review Of Educational Research

box 10, folder 28

Bay Area College Art Educators

box 10, folder 29

Stanford Study Group

box 10, folder 30

Art Education - Editorial Board 1970-75

box 10, folder 31

Californai Art Educators

box 10, folder 32

Stanford Art Educators

box 10, folder 33

Bay Area Art Supervisors

box 10, folder 34

Research Committee, NAEA

box 10, folder 35

Com. On Research in Art Education

box 10, folder 36

Curriculum & Instruction Committee

box 10, folder 37

C& I Committee

box 10, folder 38

Creativitiy Tests

box 10, folder 39

Transparencies - Tables I-XV

box 10, folder 40

C+I Manuscript + Correspondance

box 10, folder 41

JDR 3rd Fund: Arts Curric Proj. May 4- NYC

box 10, folder 42

Stanford University- Personal

box 10, folder 43

Doctoral Core Requirements-- Art Education Aug 1967

box 10, folder 44

Doctoral Core

box 10, folder 45

General Curriculum

box 10, folder 46

Budget- Proctor & Gamble

box 10, folder 47

MA requirements-- Elem. & Ec.

box 10, folder 48

School of Education Records

box 11, folder 1

International Curriculum Training Program, Granna, Sweden

box 11, folder 2

Mead Corp. (Westab) Correspondence

box 11, folder 3

Westab

box 11, folder 4

Harvard Project Zero

box 11, folder 5

Art Analysis Inventory

box 11, folder 6

Applications- Overseas Campuses

box 11, folder 7

News Release

box 11, folder 8

May, 1966- Correspondence

box 11, folder 9

History of Education Papers

box 11, folder 10

ED 200

box 11, folder 11

Education, 200 Spring 1964

box 11, folder 12

ED 321a Autumn 2002

box 11, folder 13

The Analysis of Teaching ED 308

box 11, folder 14

ED 308 Analysis of Teaching

box 11, folder 15

ED 303 1997/98

box 11, folder 16

Education 232b Fall 1998

box 11, folder 17

ED 232b Fall 1997

box 11, folder 18

Education 232b- 2001 2002 Fall

box 11, folder 19

Educortion 232b- Autumn Qtr. 1998-1999

box 11, folder 20

ED 219 Materials 2002-2003

box 11, folder 21

ED 2190 Autumn 1999 Artisitic Development of the Child

box 11, folder 22

Ed 200x Winter 99-00

box 11, folder 23

Education 200 Winter '02-'3 M/W 1:15-3:05

box 11, folder 24

Disadvataged No. 2

Audiovisual material

box 5

Eisner pt. 1 How Children Express What is on Their Minds

box 5

Eisner pt. 2 How Children Express What is on Their Minds

box 5

Eisner Autobiographical Lecture in Art Education - Miami University 3/7/1996

Physical Description: 1 videotape(s) (vhs)

box 5

Curr. Orientations at UCSC Ed. 340- Dr. Elliott Esiner 12/8/1975

Physical Description: 1 video reel(s) (1 inch)

box 5

Eisner #2 2/9/1976

Physical Description: 1 video reel(s) (1 inch)

box 5

Eisner #2 2/26/1976

Physical Description: 1 video reel(s) (1 inch)

box 5

Eisner 3/10/1976

Physical Description: 1 video reel(s) (1 inch)

box 5

Elliot Eisner Discussion #2

Physical Description: 1 video reel(s) (1 inch)

box 5

Impression and Expression in Artistic Development by Harry Broudy, University of Illinois

Physical Description: 1 audiotape(s) (reel-to-reel)

box 5

Goals and Roles in the Art Educatin of Children

Physical Description: 1 audiotape(s) (reel-to-reel)

box 5

The Critical Act in Aesthetic Inquiry by David Ecker (New York University)

Physical Description: 1 audiotape(s) (reel-to-reel)

box 5

The Unseeing Eye: Critical Consciousness and The Teaching of Art 4/23/1973

Physical Description: 1 audiotape(s) (reel-to-reel)

box 5

"Robin Alexander Tape #1, Art History: Conceptual Approach, Critique: Raggedy Anns and Teddy, Demonstration: Charcoal and Chalk"

Physical Description: 1 audiotape(s) (reel-to-reel)

box 5

Ceredo- Kumone Jr. H.S.

Physical Description: 1 audiotape(s) (reel-to-reel)

box 5

Dorothy Blackmore, Early Childhood Education: Where are we Now? 2/2/1976

Physical Description: 1 audiotape(s) (reel-to-reel)

box 5

Educating Both Sides of the Brain by Elliot Eisner

Physical Description: 1 audiotape(s) (reel-to-reel)

box 5

Eisner 2/9/1976

Physical Description: 1 audiotape(s) (reel-to-reel)

box 5

Disclosure of Classroom Life, Gail McClutchon 1976

Physical Description: 1 audiotape(s) (reel-to-reel)

box 5

Elliot Eisner Lecture #2

Physical Description: 1 audiotape(s) (reel-to-reel)

box 5A

Marta Fulop CASBS Interview #1 11/20/1997