{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/21399"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/21399","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Art as argument: A rhetorical approach to teaching literature and painting","abstract":"A rhetorical approach in the classroom which emphasizes questions of audience, purpose, and technique will help to mediate conflicts about content and pedagogy in the literature and art curriculum, will promote critical thinking skills in students, and should encourage a more serious public attitude toward the arts. Chapter 1 examines American practices of teaching literature and art over the last century. Chapter 2 surveys classical and contemporary theories of rhetoric and emphasizes those of Cicero and Chaim Perelman. The survey introduces the three offices of the orator (delighting, moving, instructing) and the five canons of rhetoric, particularly of invention, arrangement, and expression, terms later used in the heuristics this study advocates. Chapter 3 shows how the rhetorical approach has been applied in the past to arts such as literature, painting, architecture, and music. This chapter features the ut pictura poesis tradition of the fifteenth through eighteenth centuries and shows how the rhetorical perspective is again emerging. Chapter 4 applies a rhetorical framework to the analysis of advertisements (the quintessential example of a rhetorical art), poems, and paintings. Chapter 5 ends by underlining similarities between the general critical thinker and higher order cognition in the arts and showing how the rhetorical approach can cultivate sensitivity and higher-order thinking skills.","abstract_html":"A rhetorical approach in the classroom which emphasizes questions of audience, purpose, and technique will help to mediate conflicts about content and pedagogy in the literature and art curriculum, will promote critical thinking skills in students, and should encourage a more serious public attitude toward the arts. Chapter 1 examines American practices of teaching literature and art over the last century. Chapter 2 surveys classical and contemporary theories of rhetoric and emphasizes those of Cicero and Chaim Perelman. The survey introduces the three offices of the orator (delighting, moving, instructing) and the five canons of rhetoric, particularly of invention, arrangement, and expression, terms later used in the heuristics this study advocates. Chapter 3 shows how the rhetorical approach has been applied in the past to arts such as literature, painting, architecture, and music. This chapter features the ut pictura poesis tradition of the fifteenth through eighteenth centuries and shows how the rhetorical perspective is again emerging. Chapter 4 applies a rhetorical framework to the analysis of advertisements (the quintessential example of a rhetorical art), poems, and paintings. Chapter 5 ends by underlining similarities between the general critical thinker and higher order cognition in the arts and showing how the rhetorical approach can cultivate sensitivity and higher-order thinking skills.","abstract_has_math":false,"creators":["Goldsmith-Conley, Elizabeth Harriet"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Smith, Ralph A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:07:33Z","date_published":"2011-05-07T13:07:33Z","updated_at":"2026-07-22T22:25:17Z","subjects":["Education, Art","Education, Language and Literature","Education, Curriculum and Instruction"],"languages":["eng"],"rights":["Copyright 1992 Goldsmith-Conley, Elizabeth Harriet"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9236468","(UMI)AAI9236468"],"render_values":[{"text":"AAI9236468","href":null,"code":true},{"text":"(UMI)AAI9236468","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/21399","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Smith, Ralph A."]},{"key":"dc:creator","label":"Author","values":["Goldsmith-Conley, Elizabeth Harriet"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:07:33Z","10000-01-01","1992"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Art","Education, Language and Literature","Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1992 Goldsmith-Conley, Elizabeth Harriet"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9236468","(UMI)AAI9236468","http://hdl.handle.net/2142/21399"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A rhetorical approach in the classroom which emphasizes questions of audience, purpose, and technique will help to mediate conflicts about content and pedagogy in the literature and art curriculum, will promote critical thinking skills in students, and should encourage a more serious public attitude toward the arts. 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