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Davis, Ken – 1983
Just as all perceptions are of figures differentiated from a larger background, a play takes place against the background of the audience's knowledge and feelings. While audience members generally bring to a performance a large body of background information--they evaluate the storyline, for example, using a lifetime of personal experience--at…
Descriptors: Aesthetic Education, Audiences, Background, Cultural Enrichment
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O'Grady, Terence J. – Journal of Aesthetic Education, 1989
Maintains that artists seldom take an educated interest in any artistic discipline apart from their own. Suggests that students need to be allowed to confront each other with regard to the aesthetic quality of a work and suggests an interdisciplinary form like performance art could be a good starting point. (KM)
Descriptors: Aesthetic Education, Art Education, Artists, Fine Arts
Martin, Keith – Phi Delta Kappan, 1975
The Roberson Center for the Arts and Sciences in Binghamton, New York, brings art, music, drama, and science to public school children. (DW)
Descriptors: Aesthetic Education, Artists, Community Resources, Cultural Enrichment
Consortium of National Arts Education Associations. – 1995
These arts standards represent a consensus concerning what every young student should know and be able to do in the arts. The Consortium of National Arts Education Associations believes that every student at every level, pre-kindergarten through grade 12, should have access to a balanced, comprehensive, and sequential program of instruction in the…
Descriptors: Academic Standards, Aesthetic Education, Art, Art Expression
Montgomery County Public Schools, Rockville, MD. – 1983
By taking a two-semester course in theatre, students in grades 10 through 12 can gain a better understanding of drama. Theatre I provides an overview of the field of theatre and serves as a prerequisite to all further theatre courses. Upon completion of the first course, students should be able to (1) respond aesthetically to theatre; (2)…
Descriptors: Acting, Aesthetic Education, Course Objectives, Curriculum Guides
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Hopton, Jim – School Arts, 1990
Describes how students incorporated the use of faux finishes in the construction of scenery for a school production of "Cinderella." After researching medieval castles and different types of stone surfaces, students used a sponge printing technique for exterior walls and a marbling technique for columns in the ballroom scene. (GG)
Descriptors: Aesthetic Education, Art, Art Education, Art Materials
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O'Brien, James – Music Educators Journal, 1994
Maintains that efforts to link the arts for educational purposes have been made since the 1960s. Proposes three approaches to link visual art, dance, music and other aesthetic endeavors into one course. Concludes that, although integrating the arts is more work, the motivation for doing so rests on improved student learning. (CFR)
Descriptors: Aesthetic Education, Art Education, Cultural Enrichment, Curriculum Development
Krull, Judy M. – 1983
Middle school and junior high school language arts students can receive a basic background in the elements of theatrical production and an appreciation of the theatre arts by producing and performing one act plays. A six- or seven-week unit can progress from the basics of pantomime, reading and vocabulary, and characterization with make-up,…
Descriptors: Aesthetic Education, Class Activities, Dramatics, Elementary Education
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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
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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
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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
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Colwell, Richard – Arts Education Policy Review, 1995
Asserts that the current focus on voluntary national standards has catapulted arts education into a new prominence. Discusses the background and tactics of current educational reform efforts. Concludes that, without empirical research and assessment, the proposed curricular standards will remain an educational fad. (CFR)
Descriptors: Academic Standards, Aesthetic Education, Art Education, Curriculum Development
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Zerull, David S. – Design for Arts in Education, 1990
Examines the style and content of evaluating student achievement in arts education. Considers student and teacher roles. Advocates formative rather than summative evaluation. Outlines Bennett Reimer's seven modes of interaction with the arts, seeking a vocabulary of arts assessment. Cautions against standardized testing in the arts. (KM)
Descriptors: Academic Achievement, Aesthetic Education, Art Education, Art Teachers