This monograph presents the views acquired over an art educator's 40 years of teaching. Divided into four sections, the book's first section is a basic introduction to the purpose and intentions in writing the book. The second is on philosophical bases and derivative principles. This section contains four parts: (1) democratizing the range of…

"Beyond Creating: The Place for Art in America's Schools," by the Getty Trust, contains some major problems with respect to conception of purpose in art teaching, the benefits of the visual arts, and controversial theories of art. This article treats two sections of the report: "Art Is a Fundamental" and "Perspective: Why Art in Education and Why…

Discussed are the fundamental principles and the origins of discipline-based art education. (RM)

The author examines the purposes for art education presented in chapter two of the NAEA Commission on Art Education report. Finding that they are not the strongest claims for art in the schools, he presents three recommendations for an alternative theoretical model for art education. (Editor/SJL)

Details a scope and sequence for art education, emphasizing art criticism and aesthetics. It is presented as an alternative for the more common curriculum, which uses art production as a means to personal development. Notes that most teachers are more comfortable in teaching the "production end" of art rather than art criticism and aesthetics due…

Aesthetic education has attempted to teach art history and criticism, along with providing traditional art activities. The viability of aesthetic education is criticized, and a step beyond it is suggested. The purpose of this new direction, aesthetic literacy, is to ensure that students become knowledgeable consumers of the visual arts. (CS)

Proposes an alternative to discipline-based art education (DBAE) called Aesthetic Response Theory (A*R*T*). Reviews problems of DBAE and outlines a curriculum based on the A*R*T* alternative. Concludes that the A*R*T* approach makes the serious study of art more feasible for classroom teachers. (BR)

In this keynote address to the 1980 National Art Education Association National Convention, the author suggests a redirection of art education. He proposes a redefinition of the scope and purpose of art education, outlines a dialog curriculum for aesthetic literacy, and considers ways of dealing with the arts bureaucracy. (SJL)