This paper examines art instruction in elementary and secondary schools, focusing mainly on the major shift in theory and practice which began in the early 1960s. Offers a broad view of art and emphasizes the importance of discipline-based art education in the K-12 curriculum. (JDH)

Reviews the problem of defending expressive arts education within a rationalistic, reductionist, outcome-oriented educational milieu. Maintains that until expressive arts are seen as being mainly concerned with the development of mind, in the broad sense, the status of expressive arts in curriculum theory and educational practice will remain…

The nature of culture, the traditional culture of the Jews, cultural changes in the Jewish people, particularly in the state of Israel, and the implications of these developments for art and aesthetic education in Israel are discussed. (RM)

Describes the efforts of the Hangzhou Youth and Children's Center to develop children's skills and interests while educating them in socialist politics and morality. Concludes that recent economic reforms intended to expedite modernization have brought about an elitist educational system, subjugating egalitarian ideals. (KO)

Discusses how aesthetics is a much broader category than just artistic, but that the arts depend on the aesthetic modality because they operate through it. Advocates that students should have a working knowledge and understanding of the field to take them into the essence of the subject. (KM)

In this article, the author explores the aesthetic harmony of how life should be lived through the unity of exchange between feeling and thinking, and in so doing attempts to show the importance of art or "aesthetics" as a category of philosophical instruction. His interest in this approach flows directly from his works in nineteenth- and…

Performing arts courses at research institutions such as Harvard University are often seen as extracurricular with only tangential or imperceptible effect on students' academic interests. Yet, when this author interviewed biology, math, or neuroscience concentrators who took Claire Mallardi's "Movement for Actors and Directors" course at Harvard…

American education has pursued a policy of overstatement of its role and substance. Current discussions of art education follow this trend of intellectual inflation, expounding pretentious aims and catchwords. Educators must stop getting drunk on hope and verbiage and remember that teaching is the art of the possible. (Author/SJL)

Offers a brief history of the academic roots of discipline-based art education (DBAE). Discusses writings in the areas of educational philosophy, educational psychology, the social foundations of education, and educational theories and policy which shape contemporary thinking about DBAE. (JDH)

Presents a review of emerging changes in developmental psychology drawn from the research and theoretical literature. Relates these changes to the goals and methods of discipline-based art education. (JDH)

Provides a developmental interpretation of some of the differences in peoples' responses to art. The interpretation is based on a theory that focuses on how people understand paintings. Identifies a five-stage theory of aesthetic development and illustrates the typical stage responses of people viewing the Ivan Albright painting "Ida." (JDH)

Boards of education should not be blamed for their reluctance to treat art seriously. They have a duty to ask hard questions about the educational value of the arts and their place in the schools. It is up to the art world and especially arts educators to provide reasonable answers. (SJL)

Suggests that the aesthetic positions James Joyce expresses in his work have an independent intellectual value in understanding gifted childrens' aesthetic development. Discusses and critiques Joyce's theory on the psychology and philosophy of the artist. (KM)

Since the early nineties, David Novitz and the author have been engaged in an ongoing debate about mass art. The latest installment in that exchange is Novitz's article "The Difficulty with Difficulty" which represents a sustained attack on the conception of mass art advanced in the author's book "A Philosophy of Mass Art." In this article, the…

Today, "connoisseurship" conjures up images of fusty old men in tweeds arguing over ancient etchings or perhaps the patter of opera buffs as they pass bejeweled into the night. Connoisseurship is neither fashionable nor politically correct. It signifies a focus on works of art rather than issues of power and is foreign to a cultural…