This study examines how Robert Kapilow, Yale-educated classical- and Broadway-music conductor, educates diverse audiences about classical music. Phenomenological and case study methods were used to explore: (1) what music education has meant to Kapilow; and (2) how this view influenced his practice of teaching and conducting. Analysis of in-depth…

Provides a rationale for art in the curriculum and describes programs sponsored by the JDR 3rd Fund. (IRT)

The Education Program is concerned primarily with providing students with opportunities to develop aesthetic awareness as part of the classroom experience or by participating in art projects in the community. Two funding areas--Artists-in-Schools and Alternative Education--help support these purposes. (Author/IRT)

This manual presents a system for categorizing stated esthetic responses to paintings. It is primarily a training manual for coders, but it may also be used for teaching reflective thinking skills and for evaluating programs of art education. The coding system contains 33 subdivisions of esthetic responses under three major categories: Cue…

This report is a transcription of the proceedings of the Aesthetic Education Center meeting of 1971, sponsored by AETA and CEMREL, Inc. Following an opening statement, the report summarizes a panel discussion on "What Is Aesthetic Education?" which centered on finding approaches to relating the arts programs in schools more closely and in new ways…

Ninety-four teachers from various subject fields and grade levels participated in a three-week summer session at Lincoln Center Institute in New York City to learn ways of making art and the aesthetic experience a part of the general educational system. (BM)

Considers the modes of education that will enable people to choose themselves as open to works of art and the responsibility of art teachers to enhance qualitative awareness, to release imagination, to free people to see, shape, and transform. (Author/RK)

Discusses the movement in British education to separate design education from art education. States that this should not be done. Argues that fine arts classes should continue to be taught at the higher education level. (RKM)

Reports results of a study designed to solicit parents' attitudes toward increasing the multicultural focus of art and design education classes. Results indicated that in general, the parents approved of their children learning about other cultures of the world, but were less receptive to having them study the culture of other local minorities.…

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)

Discusses the problems involved in teaching aesthetics in the art classroom and describes a class for art teachers which addressed this topic. States that the subject can, with some difficulty, be taught to children, but that background knowledge in aesthetics is essential for those who plan and teach the curriculum. (GEA)

Presents an interview with Elliot Eisner a scholar and researcher in both the arts and education. His work with the Getty Center for Education in the Arts has influenced a new structure for art curriculums. (Author/MD)

Using a full-color reproduction of George Tooker's 1953 painting called "Highway," this lesson plan is intended for students in grades four through six. The lesson's goal is to encourage an awareness of symbols and forms in contemporary society and to express attitudes and feelings about depersonalized structures and systems in society.…

This article recommends fundamental changes in the way art is perceived in our society. The author argues for increasing the role of visualization and emphasizing visual thinking at all levels of the school curriculum. (JDH)