Contends that art educators should work toward an educational practice that works to change discriminatory practices, encourages students to reflect about how and why art is produced in all cultures, and recognizes human commonalities in art. States that an art program grounded in feminist views will focus on diverse artistic traditions. (CMK)

In this article, the author presents a model for an undergraduate course in Art Theory and Criticism that includes a practical component in which students demonstrate their understanding of various theories of art by creating interactive installations that provide opportunity for discourse. Students then invited friends to the exhibition to…

One of the most challenging concepts for preservice and experienced art teachers is to comprehend the difference between aesthetics and art criticism. In this article, the author discusses aesthetics from a historical perspective and reflects on how it can be defined and used in the art classroom. Gardner's (1983) intrapersonal and interpersonal…

Discusses the differences and goals of four areas: (1) art appreciation; (2) art history; (3) art aesthetics; and (4) art criticism. Offers a definition of art appreciation and information on how the view of art appreciation in education has changed over time. (CMK)

Discusses the genesis of the Rembrandt Teaching Project, a discipline-based arts curriculum focusing on art history, art production, art criticism, and aesthetics. Developed for a group of New York City middle school students, the goal of the curriculum focuses on critical thinking skills. (DAJ)

Defines aesthetics when framed as critical inquiry as the process of teaching students to use critical strategies of professional philosophers to develop aesthetic content. Addresses four major aesthetic issues: meaning and value in art, how to discuss art, aesthetic experience, and beauty. Presents a sequence of critical-inquiry activities. (CMK)

Focuses on the use of classroom art talk, addressing how to talk about art in school and the scope of classroom art talk. States that there are at least four reasons to study high school classroom art talk. (CMK)

Highlights the book "Excellence II," the new version of "Excellence in Art Education: Ideas and Initiatives," by summarizing each of the nine chapters. Identifies the new features and/or discussions; in particular, the additions of two chapters, one on multiculturalism and cultural pluralism and another on modernism and postmodernism. (CMK)

Explores the evolution of postmodernism and the many differences between modernism and postmodernism. Describes two strategies (authentic instruction and discipline-based instruction) for structuring a postmodern curriculum. Highlights an activity that helped fifth-grade students learn about postmodern art and real-world issues by studying the…

Explores approaches to art-making, art criticism, and aesthetics as applied to conceptual art. Describes a one-day workshop with gifted secondary students to analyze socially critical art. Illustrates how artworks initially classified as provocative or prohibitive in the classroom can become more comprehensible to students. (CFR)