The questions that teachers ask students are often not the best types of questions for initiating an art dialog. Classroom discussions require an open atmosphere and properly constructed questions. Examples of effective and ineffective types of questions and appropriate and inappropriate teacher responses are provided. (IS)

Comments on the negative aspects of discipline-based art education (DBAE), focusing on standardized instruction and testing. Criticizes the designers of DBAE for using a technocratic, rationalistic model of education. Expresses concern that DBAE evokes identical student responses, rather than the diverse outcomes that should be the goal of art…

Suggests that change in art education will be brought about by the initiation of discipline-based art education (DBAE), the wide support given to proposals for programmatic and systemic change, and changing world views. Characterizes DBAE as part of modernity, and contends that a postmodern world needs a more subjective art education curriculum.…

The character of art criticism, both how it naturally occurs and how it is academically constructed, is reflective of social and aesthetic value orientations--much as the art object itself has been found to be a clue to the values of the society in which it is practiced, used, and appreciated. The belief that the art object possesses…

How art education has evolved to become similar to academic subjects and the art education movement trend toward core curriculum membership (CCM) is the topic of this paper. The approach to art testing methods is used as an example of how qualification, accountability, and predictability of learning outcomes are being employed to legitimate art…

Presents a review of developments in aesthetic education and discipline-based education and their impact on art education. Asserts that current trends and events suggest that major changes in art education could occur. Concludes that standardized testing of art learning is one possible result. (CFR)

Discusses six instructional approaches to aesthetics: (1) historical-philosophical; (2) cultural literacy; (3) aesthetic inquiry; (4) social-critical consciousness; (5) cross-cultural and multicultural; and (6) aesthetic perception and experiences. Examines instructional applications of these approaches, assess their flexibility for classroom…

Asserts that this is a frenetic time for arts education. Discusses the formation and implementation of public policy regarding arts education. Concludes that the most responsible policies emerge when broad-based input from professionals and lay persons is solicited and acted upon. (CFR)

Outlines six instructional approaches to aesthetics and discusses the instructional applications of these approaches. Assesses their feasibility for classroom practice and places them in relation to established educational rationales. Considers multicultural aesthetics, humanist applications, populist applications, studio instruction applications,…