Details a scope and sequence for art education, emphasizing art criticism and aesthetics. It is presented as an alternative for the more common curriculum, which uses art production as a means to personal development. Notes that most teachers are more comfortable in teaching the "production end" of art rather than art criticism and aesthetics due…

States that the history of frequently offered Saturday morning art classes in museums and university art departments is largely unknown. Traces the development of the earliest known North American example of such classes, the 1887 beginning of children's Saturday art classes in Halifax, Nova Scotia. (JDH)

Curriculum activities in arts education during the last two decades and their significance for curriculum development in the arts are explored in this article. (DF)

The focus of discipline-based art instruction is on art within general education and within the context of aesthetic education. Four disciplines--aesthetics, studio art, art history, and art criticism--are taught by means of a formal, continuous, sequential, written curriculum across grade levels, in the same way as other subjects. (Author/RM)

A model for the teaching of aesthetic dialogue to intermediate grade students is presented. One outcome of children discussing the aesthetic structure of art is that they transfer this learning and structure to other areas of their life. (Author/RM)

To prepare them for visits to a museum, preschoolers' aesthetic awareness was developed through visual, tactile, kinesthetic, and olfactory experiences in a studio setting. Anecdotal examples of student involvement in the museum, recorded from observations, photographs, students' casual comments, and parental interviews, are presented. (IS)

Turning the art room into a tropical paradise engaged students from February to May. Rather than limit themselves to traditional art activities, students studying Gauguin created a total environment, including a creature hall of fame, a rain forest, a village market place, an island paradise, and a jungle village. (IS)

Aesthetic perception must be taught if we expect students to use it. Within a given society, the creators and viewers of art are socialized to more or less agreed upon aesthetic codes and conventions. (Author/RM)

Aesthetic education has attempted to teach art history and criticism, along with providing traditional art activities. The viability of aesthetic education is criticized, and a step beyond it is suggested. The purpose of this new direction, aesthetic literacy, is to ensure that students become knowledgeable consumers of the visual arts. (CS)

The Visual Thinking Strategies (VTS) curriculum was developed to engage beginning viewers in looking at works of art and has been used with children in many parts of the United States and Eastern Europe. The VTS was designed to develop critical thinking in viewing art and to enhance the function of the teacher as the facilitator of the reasoning…

Discusses the function of art education as a guide to the quality of life. (RK)

Defines aesthetic education and explores knowledge of feeling. (RK)

There are two potential dangers flowing from current educational criticism: deschooling and deprofessionalization. Whether these two dangers are imminent or remote so far as schooling in general is concerned, they are immediate and pressing for the profession of art and aesthetic education. (Author)

In light of the fact that young Americans spend hundreds of dollars each year on the arts yet have little training in developing critical skills, this writer outlines what must be done in school arts programs to educate culture consumers. (Author/JM)

Discusses the need for a coherent curriculum in arts education. Suggests that the discipline-based art education (DBAE) approach has as its goal the achievement of coherence and the acceptance of art as a basic in education. Recommends that each individual teacher evaluate program alternatives in terms of their own needs. (KO)