This article examines the goal of kindergarten, along with how the youngest members of a kindergarten cohort may be disadvantaged by an over-emphasis on reading skills. Evidence is examined, showing that kindergartners benefit from learning practical, social, artistic and oral language skills. Effective ways that early elementary school teachers…

This article presents a guiding framework for K-12 arts education. The framework lists four goals for arts education and outlines six areas of teaching practices to support these goals. This framework is presented adjacent to specific political moments, executive orders, and movements from the 2017-2018 political landscape in the United States,…

When artists are inspired to travel in Europe to study art and history of the Western world, Italy is a good place to start. With its ancient architecture, rich cultural heritage, and superb works of art, Italy has been the quintessential center of Western art history for centuries. It was the good fortune of Alabama-based artist and teacher…

This publication contains proceedings of a seminar structured around five basic themes: (1) cultural diversity in education; (2) discipline based art education (DBAE) and cultural diversity; (3) how cultural diversity has affected practices in art history, aesthetics, criticism, and art making; (4) experiences in other disciplines which effect…

This document is the secondary level visual arts component of the North Dakota Arts Curriculum Project. After a presentation of the philosophy, goals, and objectives for the visual arts program, the guide is organized into four sections. The first section, "Visual Arts Program Components," presents an overview of educational…

Discusses the founding, development, and issues surrounding the Barnes Foundation and its art collection, specifically designed for art education. Also discusses myths about Albert C. Barnes, the Barnes Foundation, and its relationship to the ideas of John Dewey. (CFR)

Asserts that aesthetic questions and aesthetic understanding provide the framework for learning in art. Contrasts formalism (the belief that art exists for its own sake) with contextualism (the belief that art is part of a social communication system). Maintains that a balanced art program should incorporate both approaches. (MJP)

This guide and accompanying videotape are the fifth and final in a series that present full lessons and interviews with the instructors who created the lessons. Intended as starting points to stimulate thinking about a comprehensive approach to art education, these instructors discuss how they developed their lessons and how this approach has…

Characterizes much of the current postmodernist art design as capricious and self-indulgent. Explicates three fundamental concepts from the modernist school: a notion of order; clarity of form and space; and significant contrast. Criticizes current design for its emphasis on novelty and systematic violation. (MJP)

Described is a college-level art activity that teaches aesthetic literacy to entry-level art education majors. Students are asked to bring to class and to discuss two objects--one, an art object, and the other a nonart object. The article also presents thematic categories for the generation of aesthetic concepts. (RM)

Observes that the focus and special quality of art education can sometimes be diluted in an interdisciplinary setting. Provides several examples and suggests creative and cooperative responses. Includes guidelines for maintaining quality art instruction in an interdisciplinary context. (MJP)

Created to support aesthetic education for grades K-6, this document provides a scope and sequence for instruction which art teachers can use. Areas covered include: drawing, painting, collage, printmaking, textile arts, puppetry, architecture, environmental design, film-making, and commercial art. Detailed outlines of concepts, performance…

Instructional strategies based on a portrait painting of Francisco Goya introduce primary grade students to the idea that portraits are pictures of people. Students also develop an awareness that the visual vocabulary of color, shape, line, texture, and the quality of brushstrokes can communicate feelings and ideas. (RM)

Instructional strategies based on a portrait painting of Jean-Baptiste Oudry familiarize intermediate grade students with the techniques of portraiture and introduce the characteristics of eighteenth-century French rococo painting. (RM)

Examines how three schools of art education--child-centered creativity, aesthetic education, and discipline-based art education--address the content and methods of the humanities. Advocates a humanities approach to art in general education, using interdisciplinary content in the analysis, interpretation, and synthesis of works of art. (LS)