Suggests that teaching students the processes of video programing helps them become more intelligent video consumers and allows them to use the technology as an extension of themselves by creating art through video. Discusses the use of lighting, sound, and editing in the creative process. (KO)

Presents a lesson plan developed around the work of architectural muralist Richard Haas. Discusses the significance of mural painting and gives key concepts for the lesson. Lists class activities for the elementary and secondary grades. Provides a photograph of the Haas mural on the Fountainbleau Hilton Hotel, 1986. (GG)

Outlines a comprehensive integrated program of arts education for the public schools. Describes the role that each of the following should have in such a program: the federal sector, the regulatory and curricular sector, the professional associations sector, the advocacy sector, the commercial sector, and the arts world. (KO)

Presents lesson plans for grades K-3 based on 4 well-known paintings Discusses historical background and cultural impact of the paintings. Provides student activities and assessment suggestions. (CFR)

Asserts that art education affirms its identify within the school curriculum by the way it controls and assembles its beliefs. Concludes that it is only at the level of reflective interaction that the cultures of art and art education can be resolved and a rationale for art education developed. (CFR)

Questions whether art educators are using outmoded, traditional methods in a nontraditional world. Contends that teachers must be appreciative of art's eclectic nature and its ability to help students understand contemporary society. Asserts that the relationship between the art teacher and the student must be both active and reflective. (CFR)

Advocates for a greater role for the arts in the core curriculum. Suggests that, rather than creating a curriculum that brings students to know about the arts, colleges and universities should offer an integrative approach through intelligences that can bring students to know through the arts. Contains 15 references. (CAK)

Explores how teachers at the Creative Arts Centre in Calgary (Alberta) create, maintain, and nurture aesthetic learning in their classrooms. The Centre, opened in 1997, has chosen to value the creating process, primary to the arts, in the school curriculum as a whole. During 1997 to 1998, 55 volunteers (primarily students and parents) explored…

Interview with Elliot Eisner, professor of education and art, examines his opinions on the state of the arts in today's schools, types of learning that arts promote, how arts education works in schools committed to standards and assessment, what schools risk losing if administrators cut funding for arts education, and an ideal vision of arts…

From fine-tuning muscular systems to integrating emotion and logic, the arts have important biological value. Motion and emotion are central to the arts and life itself. It is counterproductive to promote high performance standards while displacing skill development with computer technologies and reducing arts programs that move students from…

Describes the use of role play as a means to teaching aesthetics. Discusses the benefits of role play, sources of inspiration for aesthetics activities, learning goals for students, and four steps to include in lesson plans using role play. Provides an example and includes guidelines for successful role play activities. (CMK)

This article argues that justifications for art and culture recently have changed from one of basic freedom of expression and communication of an inner vision ("art for art's sake"), to one of utilitarianism and entrepreneurialism. On a very basic level, theatre in school settings works with young people inside the context of a community…

A common misconception about the nature of art and of aesthetic appreciation is that these activities are essentially a question of "feeling," as if tuning in to the right feeling will automatically lead to a full understanding of the work of art. Another widespread misunderstanding essentially reduces art viewing to a simple question of…

The authors used qualitative methods to examine a high school summer arts program in the Midwest, and researched how the program promotes the creative and aesthetic development of students and teachers, as well as an appreciation for cultural and environmental diversity and conservation. We argue the program provides a space, both physical and…

This volume explores the antecedents of E. D. Hirsch's concerns and discusses his ideas and their significance for an arts education curriculum. This book makes recommendations for a comprehensive, five-phase elementary level through secondary level curriculum, suggesting content for an intensive secondary level curriculum. The volume further…