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…

Describes a dramatic map of art education with an explanation of the attitudes of five unique groups of people. (RK)

This article reviews the changing goals of art education, describes the present status of objectives in the field, and projects some possibilities for the future. (RC)

"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…

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)

Article considered the areas of most of the researches into art education and the problem of establishing clarity and priority in the theoretical framework of studies in the field. (Author/RK)

A description of what the future of art education should be was projected against the present tendencies in art education. (Author/RK)

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

Considered the curriculum with which art education engaged children throughout the history of art. (RK)

Describes and evaluates fifteen ideas of the value of art experience as objectives of art education; concludes that the most worthy educational objectives are (1) the development of citizens capable of responding to the entire spectrum of the visual arts, and (2) the exploration of new and better ways to coexist as human beings through the use of…

There is an abundance of available and appropriate material that might serve as content for K-12 art courses. Discussed are eight guidelines that can insure effective content selection. Some problems of using role models in aesthetic education and concepts from aesthetic theory in art teaching are also examined. (Author/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…