This essay presents an account of a whole-school faculty designing and teaching a five-month whole-school curriculum based on an exhibit of modern American art, "In the American Grain," in a public school in the Pacific Northwest, grades 6-12. This account is a case-study of a successful attempt of teachers, students, and administrators at one…

The author considers the effect of the report of the Australia Council Schools Commission Study of Education and the Arts. Art teachers put into words the premises upon which they base their activites. This process has stimulated such teachers to take an active and intelligent interest in their own field. (Author/RK)

Offers a rationale for teaching art history as an integral part of the K-12 curriculum. Maintains that art history instruction should begin in kindergarten. Includes sections on the relationship between art history, art production, art criticism, and aesthetics. (JDH)

Presents responses to the policy recommendations issued by the National Endowment for the Arts in "Toward Civilization: A Report on Arts Education." Samuel Hope places this report in an historical context, Kevin Mulcahy points out the dangers of viewing art education as a pedagogical frill, and James Hutchens addresses issues of…

Maintains that the development of discipline-based art education (DBAE) was based in large part on the earlier work of Harry S. Broudy. Explains Broudy's view that aesthetics education once reserved for the elite should be part of the education of every citizen. Describes links between Broudy's work and lessons developed as part of DBAE. (CFR)

In this article, the author suggests that the dichotomy that so frequently plagues debates about theatre for young people and whether or not it should have an educational or "interventionist" agenda may be misconceived. He suggests that the use of theatre in "applied contexts" (whether schools, museums, young offender institutions, prisons, or…

In this article, the author presents two quotations from Walter Pater which suggest a provoking and demanding recipe by which to live one's aesthetic life and point out where all aesthetic education must begin. The author also exemplifies Walter Pater's ideas through two works by the painter James McNeill Whistler and the poet Algernon Swinburne…

I used to enjoy art. Not all the arts equally. Overall literature spoke to me most clearly. I am not sure exactly why. I guess some combination of inborn and learned dispositions. Whatever is the case, my enjoyment of literature always seemed natural to me, since literature was of a medium I already knew, the vocabulary and grammar of my own…

Opportunities for college students of art and design to study fundamentals of visual aesthetics, integrity of form, and principles of composition are limited today by a number of factors. With the well-documented prominence of postmodern critical theory in the world of contemporary art, the study of aesthetic fundamentals is largely subordinated…

Outlines the philosophical dimensions of aesthetics, devoting particular attention to the development of a rationale for aesthetics in the public schools. (JDH)

This article examines the question of whether arguments can be made for government support of the arts in a democracy in the absence of massive popular approval for such a policy. It is concluded that although some grounds for government funding in the absence of popular approval exist, they entail negative consequences for the arts. (JDH)

The contributions of major avant-garde innovators, e.g., Cizek, Jaques-Dalcroze, Laban, Lowenfeld, Orff, Kodaly, and Mearns, who worked to establish the creative process as an important means of human education are discussed. (RM)

Using British examples, the author discusses ways that artists and arts organizations can and should become involved in classroom art education in partnership with teachers. (This paper was presented at the Aesthetic Education Conference, London, September 1980.) (SJL)

The authors review a body of theory and accumulating evidence which suggests that critical study of the arts facilitates the development of cognitive skills, including those essential to reading. (Author/SJL)

The author reviews cross-cultural studies of children's art, with emphasis on the problems entailed in such research. He draws from these studies implications for further research in children's artistic development. (SJL)