Type of Document	Dissertation
Author	Snyder, Jennifer Lee
URN	etd-07062005-225254
Title	A Critical Examination of Milton Bradley's Contributions to Kindergarten and Art Education in the Context of his Time
Degree	Doctor of Education
Department	Art Education, Department of
Advisory Committee	Advisor Name Title Tom Anderson Committee Chair Jeffrey Milligan Committee Member Pat Villeneuve Committee Member Penny Orr Committee Member
Keywords	Milton Bradley Elizabeth Peabody Froebel kindergarten art education
Date of Defense	2005-05-27
Availability	unrestricted
Abstract This historical study examines the life of Milton Bradley in the context of his time. The primary question being asked in this study is: What contributions did Milton Bradley make to education during his lifetime, what, if any, affect did that have on art education, and how was that influenced by the circumstances of his life? Factors that influenced Milton Bradley include: the Victorian era, common schooling, moral education, progressive education, kindergarten, art education and business. Bradley’s connection to both kindergarten and art education are explored in depth, and his contributions to both are examined. The information in this study is presented using the contextual approach to art history advocated by Tom Anderson and Melody Milbrandt (2005). Anderson and Milbrandt’s contextual approach incorporates the use of social setting, mood, economic conditions, and other circumstances to interpret and evaluate the work in question. For the purposes of this study, Anderson and Milbrandt’s contextual approach has been adapted to historical inquiry. Milton Bradley straddled the Victorian and Progressive era and was a product of his times. Findings indicate that while Milton Bradley held an important role in the kindergarten movement, his role in the field of art education is of a secondary nature. Milton Bradley helped facilitate the entrance of art education into the public schools with his production of art supplies and materials intended for the kindergarten classroom. Bradley’s materials were designed for kindergarten first, and art education second, so ultimately, his contributions to art education were secondary in nature to his interest in the kindergarten
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