Realism and Expressionism as poles of thought around which related schools cluster¶

Theory · All theories
Evidence · no claims cited

Description¶

The course rationale organizes the study of modern cultural movements around two poles. As printed: "Realism and Expressionism beconepoles of thoughtaround which cluster related schoolssuch as Naturalism,Inpressionism, and Abstraction." The framework treats the movements as responses to rapidly and concurrently developing theories of time, space, sensory perception, psychology, technology, and economics, and orders movements along a surface-to-inner-reality line: Realism emphasizes surface reality, Impressionism strains at its evanescence, Expressionism distorts surface reality to emphasize inner reality, and Abstraction omits it.

Design Implications¶

Context¶

Requirements¶

• Students need background in philosophic, scientific, and socio-economic theories to use the framework

Constraints¶

• The guide notes the terms are slippery and presents several definitions of each movement for open-ended discussion rather than fixed labels

Target Learners¶

• secondary school students

Target Learning Objectives¶

• understanding relationships among modern cultural movements
• developing a perspective for viewing personal and contemporary cultural reality

Claims¶

Related Theories¶

Examples¶

• Quinmester humanities course 'Ideas of Western Man: Expressionism and Realism' integrating literature, philosophy, art, and music
• Present multiple open-ended definitions of contested concepts instead of asking students to apply single fixed labels
• Performance-objective-driven curriculum pattern pairing each stated objective with matched student activities
• Brief lectures on intellectual history illustrated with films, records, and print excerpts

Key Sources¶

• Hall, Peggy; Knappe, Shirley. (1971). Ideas of Western Man: Expressionism and Realism. Dade County Public Schools. https://eric.ed.gov/?id=ED064728