Outlines the discipline-based art education curriculum developed by the Getty Institute for Educators on the Visual Arts in the Los Angeles County elementary schools. (Author/MD)

Proposes a definition for folk art based on analyzing and sorting the descriptors and identifiers used in the disciplines of art history, folklore, anthropology, and antique and folk art collection. The proposed definition is not meant to specify an undeniable category of art, but rather to suggest specific aspects which should be identified in…

Describes subject-centered and child-centered approaches to art education, how they developed, and how they might be integrated. Concludes that a return to a more bookish, academic approach will not improve the quality of art education. Recommends the integration of art production, art history, criticism, and aesthetics. (JDH)

Explains the rationale for including art in the general education curriculum and expanding the studio orientation to include art criticism, art history, and aesthetics. Advocates a balanced, integrated curriculum that resembles artists' ways of confronting, experiencing, and producing art and meets students' multicultural needs. (MLH)

Examines the five progressive stages of Michael Parson's model for understanding aesthetic development: (1) favoritism; (2) beauty and realism; (3) expressiveness; (4) style and form; and (5) autonomy. Argues that the model can be applied to all ages. Uses Parsons' model to show how a congresswoman's level of aesthetic development can influence…

This course outline, intended for ninth and/or tenth grade students, is designed to: (1) help students develop evaluative criteria for various art forms; (2) become aware of the interrelationships of the arts; and (3) realize that all art forms are part of the individual's attempt to reflect upon and interpret the world in which they live. In the…

Lord Clark, the renowned British art historian, feels there are too many children in picture galleries and suspects they are brought there to fill in the curriculum. He considers three aims of education and how children can more fully understand the value of works of art. (Editor/RK)

This paper focuses on the cognitive and social functions of art and the role that art plays in communicating social and personal values. It shows how art criticism can play an important part in the education of all students by fostering critical thinking related to art history, art production, and aesthetics. (Author/JDH)

Explores how art education can enhance the mental abilities and educational needs of older adults. Maintains that the postformal operations development stage may be helpful in art studies. Suggests that older adults could study the meaning of their life experience as well as their place in culture. (KM)

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)

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)

If visual art is to be taught as a substantive part of the public school curriculum, then it's content and structure need to be translated into a curriculum that provides continuous cognitive and psychological growth and development. While discipline based art education (DBAE) acknowledges the values of art production, the content of art should…

The collected papers from three conferences about art education are documented in three volumes. The first conference addressed art education, aesthetics, and art criticism. Eighteen scholars representing classroom teachers, museum educators, and university faculty were invited to prepare papers on the general topic of aesthetics and art criticism…

This study reviewed possibilities for looking at aesthetic perception in art using the D. E. Berlyne approach, identifying alternative methods, and reporting the results of a factor analytic study of preferences of young college adults for abstract art. The Berlyne approach used stimulus objects of simple to complex abstract components of the more…

Efforts to renew cultural literacy and reform arts education sponsored by the National Endowment for the Arts and the Getty Center for Education in the Arts suggest fundamental changes relating to the scope of art curricula. The single greatest drawback of existing art curricula and the guides that teachers use is the emphasis on skill development…