The author states that art and the aesthetic have historically become inseparable. For art education this raises the question: is the role of art in education functioning in the same capacity as art in society? It is conceivable that overreliance on past orientation, or even that any reference whatever to that limited vision of the art-aesthetic,…

The nature and content of art education are described. This Framework, directed to teachers, curriculum specialists, and school administrators, is intended to help school districts improve and expand their art programs and to develop curriculum materials that are suitable to each district's needs, interests, and capacities. Presented are…

Evaluation of the "Arts in a Multicultural Society" project of Indiana University shows that the objectives for developing the art skills of non-Anglo culture elementary school children have for the most part been achieved. (MB)

Part of a series for early years teachers in Scotland, this guide focuses on ways to provide creative opportunities that support and enhance child development. The guide discusses how to respect children's creativity while observing and developing their skills and suggests practical and creative alternatives to the mass production of identical…

Volume 2 (See also TE 499 837.) of this aesthetic education project contains the remaining 11 of 17 report appendices--two on Western art, two on architecture, and one each on Nonwestern art, Nonwestern music, dance, theatre, and a brief outline on film and literature--offering curriculum materials and sample lesson plans. The last two appendices…

Provides 32 essays on the importance of aesthetic education. Topics range from the role of private institutions in art education, to the nature of art criticism and to rationales for art education in the public schools. (JDH)

Integration and cooperation between museum education and higher education programs of fine arts are advocated to develop visual skills among students and provide a fuller education. (JMF)

Discusses the utilitarian goals of education and examines how cultural literacy can contribute to a discourse on art education. Makes observations about utilitarian versus intrinsic education. Maintains that the concept of cultural literacy can help art educators make decisions regarding the common core of art education. (KM)

Describes children's art education at Pittsburgh's Carnegie Museum of Art from 1928-1975. Discusses how the educational philosophy was influenced by Jean-Jacques Rousseau, John Dewey, and Franz Cizek, stating that the goal of art education was to build character, transmit culture, promote healthy competition, and develop moral values and…

At the conference reported in this document, participants from eight Asian Pacific countries met to exchange experiences in regard to: (1) the use of artistic and cultural heritage for educational purposes; and (2) the contribution of the educational system to appreciating, preserving, and enhancing the artistic and cultural heritage, especially…

The extent and impact of adolescent illiteracy, brief descriptions of several successful programs designed to combat adolescent illiteracy, and a more detailed description of one of those programs are included in this collection of articles. The first article argues that while experts may disagree about the numbers of illiterate adolescents and…

Maintains that efforts to link the arts for educational purposes have been made since the 1960s. Proposes three approaches to link visual art, dance, music and other aesthetic endeavors into one course. Concludes that, although integrating the arts is more work, the motivation for doing so rests on improved student learning. (CFR)

Contends that schools, museums, and performing arts organizations contribute to lifelong learning processes. Discusses fundamental differences between schools and cultural organizations. Encourages art educators and teachers to explore innovative ways in which schools, museums, and arts organizations can collaborate on education for all citizens.…

A widely replicated Title I reading-through-the-arts experiential program designed to provide remedial instruction in reading and to promote increased interest in reading and other academic areas is described in this report. Following an overview of the program and a statement of its philosophy, the report provides information about the various…

The contributions of education in the cultural arts to students in the Fresno City Unified School District are evaluated as part of PROJECT DESIGN, funded under ESEA Title III. There are at least four areas or domains in which artistic learning is possible and which can be used to formulate elements in an arts curriculum. These are the productive,…