Aesthetic experience is to be viewed as a liberating discipline, an integral component of human life leading to a fuller expansion of consciousness and the actualization of the individual personality. (Author)

Discusses the problems inherent in combined arts education programs. The article argues that teachers in all the arts can pursue their common objective best by teaching their respective fields separately. (AM)

A comparison is drawn between acquiring linguistic skills and acquiring creativity. It is suggested that aesthetic values have to be taught, that literalism has an important function in artistic development, that media can help to control and direct a child's attention, and that formulas impart a necessary competence. (Author/KC)

Reports on a symposium about John Dewey's philosophy of art. John Fisher, Richard Shusterman, and Joe R. Burnett state their views on Dewey's contributions to art theory and aesthetics citing Dewey's work, "Art As Experience." The consensus was that although Dewey's opinions are dated, his pragmatist's views offer the opportunity for…

Public schools must give all students the arts-literacy advantage by developing their skills in communication, culture, cognition, and creativity. Afterschool programs and private lessons are insufficient. A national study finds that a district's provision of arts education is strongly influenced by community support, insistence, and…

Art education is often talked about as a general good that will solve problems of every description and meet the most varied current problems. In Finland, for example, art education tends to be seen as something that fosters human growth, teaches aesthetic and ethical values, promotes self-expression and social skills, and meets the challenges of…

In this paper, the author attempts to extend the paradigm approach into the philosophy of music education and to build upon this basis a model for structuring music education discourse. The author begins with an examination of Peter Abbs' account of paradigms and paradigm shifts in arts education. Then she turns to Kuhn's conception and to his…

Thomas Munro was one of the foremost enthusiasts of twentieth-century American philosophy for a new way of looking at how we study the arts and for defining the role of aesthetics in American education. He wrote prolifically on how aesthetics should be taught, the role of scientific aesthetics, and the interrelations of individual arts and how…

This guide and accompanying videotape are the fifth and final in a series that present full lessons and interviews with the instructors who created the lessons. Intended as starting points to stimulate thinking about a comprehensive approach to art education, these instructors discuss how they developed their lessons and how this approach has…

Characterizes much of the current postmodernist art design as capricious and self-indulgent. Explicates three fundamental concepts from the modernist school: a notion of order; clarity of form and space; and significant contrast. Criticizes current design for its emphasis on novelty and systematic violation. (MJP)

The principal can be the vital link in a successful resident artist program. The most important of the principal's numerous contributions is support for the artist, the teacher, and the student. (Author/IRT)

Article focused on the development of a central concept related to art concerns. (Author/RK)

The J. Paul Getty Trust (Los Angeles) and the Getty Center for Education in the Arts (Los Angeles) are playing a major role in the development, growth and acceptance of discipline-based art education (DBAE). The influence of the Getty Center is growing; art education is changing; and the existing DBAE theory is evolving. This annotated…

In this essay I shall argue that art is an important aspect in the education of the child because it allows him to learn something about the essential nature of materials while developing manipulative skills and aesthetic sensibility to his environment. (Author)