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The Arts as Modes of Learning and Methods of Teaching: A (Borrowed and Adapted) Case for Integrating the Arts across the Curriculum.
Peer reviewed Peer reviewed
Donmoyer, Robert – Arts Education Policy Review, 1995
Asserts that the arts, including art, music, dance, and theater, often are ignored or shortchanged in the school curriculum. Discusses how language education has assumed a central place in the school curriculum and whether art education can use curriculum integration to achieve the same status. (CFR)
Descriptors: Art Education, Cognitive Processes, Curriculum Development, Dance Education
The Limits and Costs of Integration in Arts Education.
Peer reviewed Peer reviewed
Smith, Ralph A. – Arts Education Policy Review, 1995
Comments on remarks by A. Graham Down, president of the Council for Basic Education, about integrating arts education into the curriculum. Concludes that, when the arts are channeled into the mainstream and made part and parcel of everything, arts education becomes dangerously confused. (CFR)
Descriptors: Aesthetic Education, Art Education, Cognitive Processes, Curriculum Development
Taking Responsibility: Higher Education's Opportunity to Affect the Future of the Arts in the Schools.
Peer reviewed Peer reviewed
Carroll, Karen Lee – Arts Education Policy Review, 1993
Asserts that a paradoxical situation exists in the United States where the general public and policymakers support enhanced arts education, but it remains marginal to the curriculum. Proposes 10 strategies by which arts education can be improved and enhanced. (CFR)
Descriptors: Art Education, Art Teachers, Cognitive Processes, Educational Change
Making Disciplinary Connections.
Peer reviewed Peer reviewed
Hope, Samuel – Arts Education Policy Review, 1995
Asserts that it is important to avoid bandwagon superficialities related to the interdisciplinary approach to arts education in the K-12 curriculum. Concludes that the overarching issue related to the National Standards implementation is how to keep content and process in a productive relationship. (CFR)
Descriptors: Aesthetic Education, Art Education, Cognitive Processes, Curriculum Development
The Subservient, Co-Equal, Affective, and Social Integration Styles and Their Implications for the Arts.
Peer reviewed Peer reviewed
Bresler, Liora – Arts Education Policy Review, 1995
Maintains that the 1990s are witnessing a renewed interest in curriculum integration. Presents, defines, and discusses nine approaches to the cognitive and affective aspects to integrating the arts in the K-12 curriculum. Recommends the coequal style and asserts that it has the potential for intellectual stimulation. (CFR)
Descriptors: Aesthetic Education, Art Education, Cognitive Processes, Curriculum Development
Blurring the Line between Teaching and Research: Some Future Challenges for Arts Education Policymakers.
Peer reviewed Peer reviewed
Koroscik, Judith Smith – Arts Education Policy Review, 1994
Contends that changing climate of educational research and teaching will influence how the arts will be taught in the future. Recommends broadening the disciplinary structure of the arts and design curriculum and the use of collaborative research. (CFR)
Descriptors: Art Education, Art Teachers, Cognitive Processes, Curriculum Development
Psychology, Control, and Policy Formation: Empowerment and Control-Can Power Be Given? Can Control Be Learned? Symposium: Control and K-12 Arts Education: Part 1. Meanings and Means.
Peer reviewed Peer reviewed
Castiglione, Lawrence V. – Arts Education Policy Review, 1994
Asserts that, from a school administration point of view, empowerment through faculty cooperation and participation in work-related issues is quite different from actual control of the workplace. Discusses issues related to power, control, and authority in education, particularly in arts education. (CFR)
Descriptors: Art Education, Cognitive Processes, Educational History, Educational Theories