This volume summarizes the findings from a cross-site analysis of seven sites that were implementing a discipline-based approach to visual arts education. A discipline-based approach incorporates four art disciplines: art history, art criticism, aesthetics, and art making. The study focused on two major areas: factors generating support for a…

Provides criteria, formulated by the Committee on Lifelong Learning for art education, for programs in the visual arts for adults. Specifically covers instructor qualifications, program goals and standards, program/curriculum content, instructional spaces, class size, and potential art hazards. (AEM)

Describes Jan Gossaert's painting of "St. Luke Painting the Virgin" and shows how it encompasses the intellectual pattern of early sixteenth-century thought. Discusses the arguments for and against the making of religious images and how artists overcame the potential threat to their livelihood from church authorities. Analyzes Gossaert's…

Maintains that philosophical aesthetics must be an integral part of art education. Examines existing methods and materials for teaching philosophy to children from the Institute for the Advancement of Philosophy for Children (New Jersey). Describes a sample unit showing philosophical aesthetics in action in a fifth grade class. (KM)

Profiles the Wilmette, Illinois, school district's experience when revising their art curriculum. Maintains that the art staff's commitment to revision is the motivating force, and suggests an outline for a revision plan. Outlines curriculum writing procedures, the contents of an art curriculum, and the advantages of curriculum writing. (KM)

Contends Discipline Based Art Education (DBAE) has had major impact on art education field. Argues that the art curriculum in higher education is still bound by a studio emphasis, which does not prepare art education majors adequately for precollege art instruction. Concludes that both art and art education majors, as well as their instructors,…

Highlights the book "Excellence II," the new version of "Excellence in Art Education: Ideas and Initiatives," by summarizing each of the nine chapters. Identifies the new features and/or discussions; in particular, the additions of two chapters, one on multiculturalism and cultural pluralism and another on modernism and postmodernism. (CMK)

This framework proposes to provide South Carolina school district personnel with guidelines for developing curricular programs based upon the needs of students in their individual school districts. It furnishes four goals and objectives upon which to build a series of sequential learning experiences that balance art production and the study of…

The rationale for this seminar was to strengthen the discipline-based art education (DBAE) stance and extend its horizons. The format of the proceedings featured a speaker followed by a respondent and group discussions on each of the four issues addressed by the seminar. Dennie Wolf explained how current research in child development and cognitive…

Presents the results of a national survey designed to identify the historical roots of discipline-based art education (DBAE). The survey reviewed several thousand curriculum documents drawn from all fifty states and spanning a 110 year period. (JDH)

Utilizes a 17th-century Italian sculpture and an African fetish figure to illustrate essential qualities and characteristics of figurative sculpture. Points out the extreme differences and the many similarities between the two and offers explanations. Includes a process for leading students through "reading" the sculptures. (MJP)

Instructional goals and sample instructional objectives for art education in West Virginia's public schools are outlined. A comprehensive arts education program is basic to the general education of every child. Two guiding principles directed the programs' design. First, each student should have opportunities to acquire skills in the four…

This document records the Minnesota Department of Education's philosophy of art education. Chapter 1 outlines the educational and learner values, philosophy, mission, and goals of the State Board of Education. These ideas aim to provide a model for use by communities and school staff to improve the learning experiences they offer students. They…

The purpose of this booklet is to draw attention to the need for a serious visual arts education program, to describe the experiences of seven school districts that are developing such programs, and to discuss the factors and issues involved in revitalizing visual arts instruction. An introductory section summarizes findings from a study in which…

Discusses the theoretical structure of Discipline Based Art Education (DBAE). Elaborates on the role of imagery for learning in all areas that involve perception, especially art history, art criticism, and aesthetic perception. (AEM)