Explicates the socio-cultural developmental theories of Vygotsky and Feuerstein which advocate teacher mediated learning in order to stimulate and accelerate development. Implications for art education include the need for the teacher to become involved in the enculturation of the child into the thinking processes and conceptual organization of…

Reviews two curriculum frameworks--one developed by Elliot Eisner and Elizabeth Vallance and the second by Henry A. Giroux, Anthony N. Penna, and William F. Pinar--as a context for reconsidering conflicting notions about nature and purpose of art teaching. Discusses discipline-based art education (DBAE), suggesting that controversies over…

Argues that definitions of culture are validated according to various social theories. Examines the contrasting views of culture provided by culture studies and structuation theory. Considers the implications of these contrasts for art educators. (MJP)

Describes ways that aesthetic theories can be integrated into children's art education. The author illustrates elements of E.H. Gombrich's theory of aesthetic perception using as examples art activities designed to increase student awareness of their "mental sets" and their understanding of how mental sets influence visual perception. (AM)

Charts a step-by-step path from the pedagogical theories of teacher education to an effective and engaging method of classroom instruction using excerpts from Ernest Hemingway's "For Whom the Bell Tolls," as illustrative guideposts. Provides cogent, insightful, and productive ideas for improving classroom instruction. (MJP)

Presents background on the aesthetic experience which can be developed into curriculum content for teaching aesthetic literacy at the elementary and secondary grade levels. (Author/SJL)

Discusses the idea of narrative being central to all human experience. Asserts that Piagetian theory and other developmental approaches limit the place of art in early childhood education. Recommends exposing young children to folk art and music that represent significant cultural traits. (CFR)

This booklet is designed to give teachers some of the latest ideas about how arts principles and concepts can best be understood, taught, and used in the classroom to improve instruction in the arts and other disciplines. Considering the stance of the U.S. Department of Education, the National Assessment of Educational Progress (NAEP), the Goals…

Explicates a multicultural approach to art education that enhances critical thinking. Grounds this approach in the philosophical principles of constructivism that emphasize the student's construction of meaning rather than the passive transmission of knowledge from a teacher. Discusses the possibility of multicultural reasoning and its…

Examines the development and evolution of discipline-based art education (DBAE) from its inception in the early 1980s to its current practice. Maintains that the movement's success comes from the support and acceptance of educators in the field. Discusses the recent integration of DBAE and multicultural education. (MJP)

Reviews Betty Edwards' self-instruction book, "Drawing on the Right Side of the Brain," and discusses the motivational techniques used in that work. Argues that these techniques, designed to build student self-confidence, explain the book's popularity and provide instructive examples for other art teachers. (MJP)

This collection of papers examines the role of research in efforts to reform art education. The essays include: "Arts Education Research: Issues, Constraints, and Opportunities" by David B. Pankratz; "Characterizing Civilization: Research Strategies, Findings, and Implications from the National Endowment for the Arts' Report on Arts Education" by…

Suggested is an alternative to the traditional ceramics instruction which uses prewedged and prepackaged clay and highly sophisticated kilns: begin with the digging of clay and end with the construction and firing of a trench kiln. (KC)

Examines John Dewey's theory of the qualitative mind, showing how his thought illuminates the process of artistic creation. Exemplifies Dewey's theory by referring to the documented creative processes of master artists, Picasso, Moore, Giacometti, and Cezanne. Identifies attributes of the qualitative thinker and artist, and presents educational…

Discipline-based art education (DBAE) is an approach to art education that draws upon four art disciplines: art production, art history, art criticism, and aesthetics. This handbook is designed to help art specialists and supervisors, classroom teachers, teacher educators, museum educators, and school administrators to understand and implement…