This article begins with a synopsis of the film "Edward Burtynsky: Manufactured Landscapes", directed by Jennifer Baichwal. While the author can relate to the statements made in this synopsis, her experience and understanding of this 90-minute journey is much more intense and complex. In this essay, she attempts to dissect and examine…

In this article, the author provides five reasons why teachers should care about John Dewey. John Dewey was an "American Pragmatist philosopher, educator, reformer." Dewey lived a long and amazingly productive life, spanning the turn of the 20th century, from 1859-1952. In addition to lots of writing, he taught at the University of Chicago (where…

In teaching we develop a language of practice related to the student's discipleship toward wholeness, which is also a depth hermeneutic or interpretation of his self-formative process. In short, when we truly teach art, we are mediating body-mind integration and self-actualization in and through art. (Author)

Traces how broad, historical, conceptual frameworks established by Arthur Efland continue to be useful in categorizing contemporary arguments on the form of art education. Contends that many popular justifications for art education lack a solid epistemological rationale. Advocates an approach to art education as a study of reasoned perception.…

Discusses the role and importance of the arts for education and society, arguing that the arts are not fluff to be eliminated from resource-limited curriculums, but are an important aspect of stimulating human imagination, thinking processes and the ability to feel. (WAS)

In this article, the author describes how she conducts her art classes. She relates that she begins all of her classes by asking prompting questions and presenting basic information such as a definitions of art terminologies to her students. The author believes in brainstorming with her students, an effective way for creating a dialog with her…

Clarifies the concept of aesthetic experience in terms of the stages required to actualize the phenomenon and the behaviors in which it is manifest. Examines and categorizes various conceptions of aesthetic experience that have influenced the area of aesthetics in the past 10 years. (DMM)

It is argued that, like scientific and moral statements, art statements shape the world we know. This thesis indicates the need for art encounters and developmental teaching techniques, since the knowledge of art statements can only be apprehended through engagement in art and from discussing art and its qualities. (Author/SJL)

Frames a developmental psychology of art by contrasting the structural orientation of the study of drawing and the functional orientation of the study of artistry. This model maintains that graphic symbolization emerges with early mark-making, children's representative art is guided by perceptions of affordances, and children continue to engage in…