The first step in learning to appreciate art is learning to classify a work according to its primary purpose. The artist creates art for one of three reasons: to recreate the physical world (Imitationalism); to express an idea or feeling (Emotionalism); or to create an interesting design (Formalism). A classified work may then be critiqued by: (1)…

This book presents the ideas and premises that define the reformation called discipline-based art education, or DBAE. The volume identifies the contexts of art education that influenced this reformation and attempts to offer compelling reasons why art should function as a "basic" in the core discipline in education. The chapters in the…

This study attempts to gain information concerning the receptive, as opposed to the creative, aesthetic experience by talking to museum professionals who spend their working lives identifying, appraising, and explicating works of art. The study is based on an underlying assumption that rules and practices for looking at art exist and must be…

This analysis of aesthetic appreciation provides a theoretical model to help teachers recognize the aesthetic level at which students are operating. The purpose of the study is to explain to art educators how to expand a student's capacity to appreciate works of art. The study is presented in two parts. Part I describes and evaluates theories of…

This curriculum handbook uses a discipline based art education (DBAE) approach, and includes lessons appropriate for use with students in grades 3-12. Five units address themes of universally experienced emotions: love, anguish, awe, triumph, and joy. Art exemplars are draw from among the international cultures represented in the High Museum of…