Discusses the founding, development, and issues surrounding the Barnes Foundation and its art collection, specifically designed for art education. Also discusses myths about Albert C. Barnes, the Barnes Foundation, and its relationship to the ideas of John Dewey. (CFR)

Assessment of craft in the creative/fine/performing arts is not different in any fundamental way from assessment of other competencies. By investigating the nature of critique and proposing a structural approach to examination/evaluation, we address processes and goals of assessment, providing access points for this difficult aspect of general…

This document describes an art curriculum designed for elementary level students of Catholic schools. The curriculum aims to encourage student creativity and self expression as advocated by pre-Discipline Based Art Education (DBAE) art programs while presenting the subject matter emphasis of DBAE programs. Lesson suggestions are given for each of…

Asserts that aesthetic questions and aesthetic understanding provide the framework for learning in art. Contrasts formalism (the belief that art exists for its own sake) with contextualism (the belief that art is part of a social communication system). Maintains that a balanced art program should incorporate both approaches. (MJP)

Arguing that the visual arts serve as the focus for potential aesthetic experience in the discipline of art education, this paper describes the influence of the sensory elements of aesthetic experience in nature and other art forms on the work of three artists--Kandinsky, Van Gogh, and Picasso--and suggests that teachers can enrich students'…

Congruence between content and educational methodology requires an experiential, inductive approach by teachers of the arts and humanities, based on the thesis that only through experience can one form a true impression of an art. (JH)

Article evaluated the types of research consistent with the idea of promoting the aesthetic welfare via a cultural service field. (Author/RK)

Describes Getty Center for Education in the Arts, which espouses the ideas and skills of art production, art history, art criticism, and aesthetics and involves four activities related to the visual arts: (1) creating art, (2) perceiving and responding to art works, (3) understanding the place of art in culture and history, and (4) making reasoned…

In this article, Elliot Eisner defends the sections he wrote for the Getty Trust report entitled "Beyond Creating: The Place of Art in American Schools." (JDH)

Provides a four-category conceptualization of art which identifies the means of making art and the various elements of art. Discusses the aims of art and reasons for creating it. Examines the relationship that should exist between the ends and means of creating art and how it is taught and learned in schools. (JDH)

Based on John Rogers' 1887 painted plaster sculpture called "Checkers Up at the Farm," this lesson seeks to introduce primary-level students to the idea of sculpture in the round and how sculpture can communicate ideas, emotions, and values. (JDH)

This lesson uses Duane Hanson's 1971 lifelike sculpture, "Businessman," to introduce students in grades four through six to art as a reflection of the everyday world around them. (JDH)

To integrate the arts and basic curriculum, teachers used advertising as a theme. Viewing it as a form of communication, they developed an integrated reading/language arts and music unit to strengthen both right and left brain modes of knowing. (LHW)

Concludes that Plato's success in arguing that philosophy relieves poetry of the task of education makes it possible for us to see that art should not be judged in terms of its success in imparting morals or that morality should be forsaken for art, but that the two can coexist in the same world without the need for censorship. (JDH)

Foundations of art education include using art to improve the hand-eye coordination of factory workers, document children's developmental stages, and gain historic insights or cultural benefits. In addition, the artist-teacher concept of art education reinforced the atelier, guild, and master-apprentice relationship. Recent influences in art…