Examines Viktor Lowenfeld's Viennese experiences and analyzes the relationship of those experiences to his views and practices as an art educator in the United States. Questions the appropriateness of ideas developed from Austrian social and educational experiences and from Viennese aesthetic notions in the context of art education for U.S.…

Examines studies, especially those of Viktor Lowenfeld, which suggest that coloring books are harmful to the creative expression of children. Proposes an alternative hypothesis that views coloring books as useful teaching tools to help children understand and appreciate art. Calls for further research into the issue. (KM)

Investigates the relationship between contemporary art and public art education during the 1960s in Quebec, within the theoretical perspective of the social history of art. Analyzes the consolidation of modernism and the importance of the societal debate on education that questions the place and the role of art in society. (KM)

A stratified random sample was taken of older American colleges and universities currently offering art degrees. Their college catalogs were analyzed to determine the semester hours of coursework offered in 1914, 1934, 1954, and 1974, in major and minor studio art, art history, and art teaching methods. (SJL)

The sociological critique of meaning in art has implications for art education programs. What art educators teach about how to make and respond to art needs to be revised. A socially informed approach to representation is needed, and social values and meanings are necessary to an adequate art criticism. (RM)

Discusses philanthropy in three parts: (1) development of foundation philanthropy, (2) Andrew Carnegie's vision to "civilize" the United States, (3) historical background and purpose of the Minnesota Owatonna Project. Concludes by stating that there is nothing inherently good or evil about philanthropic bureaucracies, pointing out that…

Argues for the inclusion of considerations of sexual identity in art education. Maintains that sexual identity is an integral part of the contextual understanding of a work of art. Asserts that a dominant heterosexual ideology has created innate biases reflected in supposedly objective criteria. (MJP)

Explores how women art students were educated and viewed in England between 1890-1910. Compares and contrasts some current feminist histories of art education with the research findings to determine whether they reflected the social and economic environment presented in the Victorian periodical press. (KM)

Five orientations to art education include creative development, social and cultural awareness, art history and criticism, art studio, and design and craft. Art curricula can be developed in an external mode (i.e., outside the school), a mixed mode, or in an internal mode, and can have varying degrees of prescriptiveness. (RM)

Reports on a study of the use of museums by 541 middle and high school art education specialists. Finds that art specialists see the art museum as important to supplement classroom instruction in study work and art history. Includes four tables of data and recommendations for enhancing the use of museums by art educators. (CFR)

Traces the evolution of attitudes toward children's art in relation to ideas about childhood and aesthetics prevalent during the 19th and early 20th century. Examines values and attitudes implicit in current controversies in art education. (GEA)

Contends Discipline Based Art Education (DBAE) has had major impact on art education field. Argues that the art curriculum in higher education is still bound by a studio emphasis, which does not prepare art education majors adequately for precollege art instruction. Concludes that both art and art education majors, as well as their instructors,…

Examines the way first-year public high school students drew the human figure from life, photographs, and copies of master drawings. Finds that the three referents were not significantly different in supplying information to learn specified art elements. Maintains that drawing from life needs to be reexamined. (KM)

Examines the social, ideological, and cultural forces in colonial United States when plaster casts of Grecian and Roman sculpture were introduced. Describes how they were used in U.S. public schools and art museums to transmit the cultural heritage at the end of the nineteenth century. (KM)

Investigates the role of women in U.S. art education by focusing on the art education contributions of Eugenia Eckford Rhoads. Presents a biographical sketch and describes her published works. Questions the role of sexism in how art educators judge the success or failure of a professional career. (KM)