In 2015, the mass murder of nine people in a South Carolina church by a White supremacist led to greater public questioning of symbols of the Confederacy. This questioning led to action in the spring of 2017 when four large Confederate monuments were removed in New Orleans, Louisiana, and the citizens of Charlottesville, Virginia, voted to remove…

Studying photography helped bring about positive behavior changes in high school students with severe behavior disorders. Because the students were most interested in and impressed with the technology of photography, technical aspects of photography were emphasized in the course. A course outline is included. (RM)

Describes a college level art history course based on the opposing concepts of Classicism and Romanticism. Contends that all creative work, such as film or architecture, can be categorized according to this bipolar model. Includes suggestions for objects to study and recommends this approach for art education at all education levels. (CFR)

Presents classroom lessons based on four art works designed to change people's minds and behavior. Provides full-page color reproductions of each work of art. Includes information about the artist, questions to be asked about each art work, and suggested classroom activities. (CFR)

Art teachers should create individualized learning programs for their students. Such art programs can assure personalized programs for disabled students and elevate the development of basic skills in art, artistic expression, and art appreciation. (Author/RM)

Contends that aesthetics can be be made understandable and relevant to students. Describes a classroom lesson in which middle school students learned about aesthetic theory through a hands-on activity. Includes instructional procedures and suggested art works for the activity. (CFR)

Contends lack of appropriate instructional materials and demands of studio art production may keep some teachers from incorporating art history and art appreciation into secondary art education courses. Presents two lesson plans focusing on art from European Renaissance period. Concludes that the integration of art history, criticism, and…

Asserts that content-based art education, which is dominated by discipline-based art education at the elementary level, is also represented by a secondary model developed within the International Baccalaureate Program. Maintains that the program provides a content-based structure and fosters thinking skills, creativity, and critical appreciation.…

Contends that differences in child development and cultural backgrounds affect the way children represent their world through art. Describes an exhibit of children's art from Thailand and Australia. Discusses differences in content, media, and style and concludes that both cultures could benefit from adopting aspects of the other. (CFR)

Compares two closely related distinct approaches to art teaching: (1) the issues-oriented approach; and (2) the thematic approach. Contends that the issues-oriented approach to art education supports cultural diversity by emphasizing art's potential to promote political change. (CFR)

Maintains that a continually recurring task for art educators is preparing, delivering, and revising instruction design to help student achieve art curriculum goals. Describes a course to develop instructional materials using multimedia computer software. Includes 11 figures illustrating the technique. (CFR)

Provides an overview of the issues and controversies concerning censorship in classrooms and libraries. Discusses a number of strategies for defusing and addressing censorship attempts and issues. These include involving parents and community, developing procedures for challenged materials, and utilizing censorship attempts to initiate lessons on…

Maintains that postmodernism is a complex set of cultural and historical phenomena that is easy to discuss, but difficult to describe or to teach adequately. Outlines undergraduate and graduate seminars in art education that focused on postmodernism and the visual arts. Includes student comments about the course. (CFR)

Describes observations of art education in a Japanese junior high school during a three-month period in 1990. Discusses the teacher's role, classroom environment, course objectives, and teacher-student interaction. Identifies cultural differences and how they affect instructional methods and student achievement. (CFR)