Profiles one high school teacher's humanities course, which emphasizes human expression through art. (RL)

This review of the literature on adaptations in art education for students with disabilities begins with a statement of the theory that if handicapped students' beginning experiences in art are positive and successful, students will have a positive outlook and a desire to create further in art. The review describes the application of task analysis…

Across the country the arts are blending into other parts of the curriculum, as well as being valued on their own, with help from government, foundations, corporations, and community art enthusiasts. (Author)

Art education in the United States has constantly sought some degree of reinforcement of purpose throughout its history. By closely examining some of the experiences of the past, insights into the validity of a discipline-based approach to art education should emerge. Such knowledge should enlighten the profession, so that rational and valid…

A sequential program of teacher education is presented, viewing teaching as an art and proposing that teacher education should cultivate a creative outlook, an understanding of the intellectual foundations of artistic teaching, a working knowledge of the technology of the teacher's craft, and a personal style of artistic teaching. (PB)

Argues that drawing in art is a visual, intellectual, and emotional act. Provides suggestions for helping students understand these three perceptions. Discusses the impact on curriculum design in art education. (CFR)

Efforts to renew cultural literacy and reform arts education sponsored by the National Endowment for the Arts and the Getty Center for Education in the Arts suggest fundamental changes relating to the scope of art curricula. The single greatest drawback of existing art curricula and the guides that teachers use is the emphasis on skill development…

Research on hemispheric mode functioning indicates that some connections exist between learning disabilities (LD) and right-mode dominance, which suggests that instruction should be offered to develop right hemispheric (spatial perception) abilities in LD persons. The influence on student drawing of the right-left hemispheric shift during reading…

Reviews theories on cognition and perception as they relate to language and the arts and presents research supporting an arts-centered curriculum as beneficial to language and reading development. (FL)

Recommends using an activity-based approach to art history similar to that of the "new social studies" movement of the 1960s. Provides suggestions for activities related to art criticism, style, and inductive learning. Concludes that student activities can help integrate art history and studio art in art education programs. (CFR)

Maintains that teachers and artists are alike in that they are communicators, inquirers, required to know themselves, trained to think qualitatively, concerned with technique, and evaluated by their work. Argues that using the model of the teacher as artist is superior to using only technical and quantifiable methods. (CFR)

Discusses the inadequacy of educational programs for special groups--the handicapped/deficient and the exceptional. Offers suggestions for art activities for both groups, focusing on Reeve and Kauffman's four models (psychodynamic, humanistic, biophysical, ecological) to create activities for the handicapped/deficient and describing activities…

Discusses three issues pertaining to the use of interactive graphic hardware and software in schools: (1) computer graphic production processes; (2) the social dynamics of computer graphics production in school; and (3) the qualities of imagery. Concludes that art educators must consider what particular art concepts could and should be taught…

Reviews the place of creativity in the two major orientations of art education: (1) creative self-expression; and (2) discipline-based art education (DBAE). Asserts that critics of DBAE argue that it is dry and does not allow for creative expression. Rejects this notion and claims that properly implemented DBAE produces intellectual and emotional…

This document is prefaced with a descriptive introduction to the "Access to the Arts Through Assistive Technology Project." The contents that follow are organized in 5 parts. Part 1 includes: "Introduction" (Betsy Foley), and "My Voice Has Wings" (Jeff Moyer). Part 2, "Major Addresses," presents: (1) "Welcome from the Wisconsin Department of…