Describes a cooperative program where the New York City Museum of Modern Art and the New York City Public School System joined forces to create a visual literacy/aesthetic development program. The program incorporated a three-year teacher training effort, development of an art education curriculum, and classroom art education support. (MJP)

Presents a lesson plan constructed around several color plates of the artwork of George Szekely. Szekely suggests a playful and open approach to his work and recommends various ways of interpreting and experiencing his art using a variety of senses. His recommendations include slide projectors, word games, and role playing. (MJP)

Outlines six instructional approaches to aesthetics and discusses the instructional applications of these approaches. Assesses their feasibility for classroom practice and places them in relation to established educational rationales. Considers multicultural aesthetics, humanist applications, populist applications, studio instruction applications,…

Shows how learning, in an art appreciation class, can be more meaningful and lasting by emphasizing expressive outcomes that develop during class and reflect students' life experiences. Explains how teachers can take advantage of students' spontaneously generated questions. Provides four examples from an undergraduate class that can be applied at…

Analyzes two recent controversies about censorship of arts: Robert Mapplethorpe's photographs and U.S. congressional limits on funding for National Endowment for the Arts. Maintains artistic freedom can be encouraged if all segments of society learn about arts. Recommends that aesthetic education deal with these controversial issues, the social…

Presents the conclusion of chapter 6 ("The Mental Development of Younger Schoolchildren in the Process of Learning Activity") from V. V. Davydov's "Problems of Developmental Teaching." Examines experimental teaching methods for elementary art education. Reviews research on effects of Davydov's developmental teaching, concluding…

Contends that the attainment targets of the first draft of the National Curriculum for Art neglect art appreciation and limit rather than liberate children's creative powers. Concludes that the biggest concern is how to reconcile the demand for a tighter curriculum structure with the need to preserve an important place for personal spontaneity.…

The development of a comprehensive state plan for arts education in Maryland is presented. The introduction states three program development goals and four major conclusions from a needs assessment of the mutual goals of the Maryland State Department of Education and the Maryland Alliance for Arts in Education. The goals include the development…

This document describes the aesthetic education curriculum developed by the Aesthetic Education Program (AEP) of the Central Midwestern Regional Educational Lab. Developed for elementary grades, the curriculum is intended to enhance aesthetic perception, teach the arts, create a better living environment, promote general education, and use the…

This Metropolitan Educational Center in the Arts (MECA) project report details activities directed toward exploration, implementation, and evaluation of new and exemplary approaches to education in the arts in the City of St. Louis and the surrounding five-county region. The MECA projects described fall generally into three categories: 1) Projects…

This report defines problem areas of museum-school cooperation, suggests an ideal relationship, offers solutions, and describes art curriculum projects presently underway. Written as a vehicle of articulation for museum educators, further study is urged of the relationship between schools and museums in the area of curriculum development. The bulk…

This resource guide recognizes that the arts provide a natural arena for teaching multicultural perspectives to students of all ages. The guide features the four most prevalent ethnic minorities in Colorado, African American, Asian American, Hispanic American, and Native American, plus a section prepared by Colorado's state folklorists. The…

Provides a sculpture analysis lesson on aesthetic scanning designed to avoid the monotony of step-by-step discussion of sensory, formal, technical, and expressive properties of works of art. Offers four questions on sculpture analysis. Concludes that variety in aesthetic scanning is essential to keep both students and teachers motivated. (KM)

Postulates a broad, interdisciplinary art education curriculum. The curriculum is built around nine increasingly cognitively challenging understandings expressed as instructional objectives. These objectives incorporate a series of questions examining art's functional, cultural, historic, and social contexts. Includes a discussion of the project's…

Presents a collection of cantankerous opinions criticizing political correctness, abstract art, sympathy for AIDS sufferers, and arts advocacy. Contains a briefly coherent passage advocating serious and rigorous formal study. The rest amounts to little more than a conceptual mapping of rancorous reactions to the current state of affairs. (MJP)