For art to become a discipline of study in the schools, art programs should be structured in ways that benefit the majority of students, not just a talented few, and must contain substantive content sequenced across all grade levels in a written curriculum. The development of discipline-based art education started in 1965 with the Pennsylvania…

This document summarizes the proceedings of the Getty Center's national conference. The keynote addresses and views of panelists and audience members are presented. Over 400 art educators, educational leaders, school administrators, artists, and elected officials from across the United States discussed discipline-based art education (DBAE). This…

One of three handbooks dealing with pottery traditions from around the world, this packet draws together information about historical, ethnographic, and pottery traditions of Pakistan. The handbook begins with a brief discussion of Pakistan's land and people, a short history of Pakistan, Islamic pottery traditions, and Pakistan potters and…

This volume reports the findings from a cross-site analysis of seven school districts that were implementing a discipline-based approach to visual arts education. A discipline-based approach incorporates four art disciplines in the classroom: art history, art criticism, aesthetics, and art making. The study focused on two major areas: (1) factors…

This report covers 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 in the classroom: art history, art criticism, aesthetics, and art making. The study focused on two major areas: (1) factors generating…

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 the Perseus Project, an educational program utilizing computer technology to study ancient Greek civilization. Including approximately 10 percent of all ancient literature and visual information on architecture, sculpture, ceramics, topography, and archaeology, the project spans a range of disciplines. States that Perseus fuels student…

This interdisciplinary curriculum guide resource kit focuses on 19th-century Euro-American painters of the Hudson River School. Lessons are designed to encourage student recognition of the significant impact of North American Indians, the natural environment, and the romantic period writers and philosophers artists and their work. The guide…

Traces and analyzes the societal forces which have affected non-Indian interpretations of Northwest Coast Indian art from its acceptance as art in the 1930s to the shamanic and structural interpretations of more recent years. (CM)

As an aid to humanities librarians, this article reviews 14 Internet databases, available without subscription, that support research in the fields of art and architecture. Each site entry includes name, Internet address, access instructions, special software instructions whenever relevant, an outline of scope, a discussion of usefulness, and a…

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)

Discusses how students can examine artists' use of clothing to express ideas about cultural values, lifestyle, and design. Features four, culturally different, artworks from the Art Institute of Chicago. Outlines instructional methods for discussion, creative writing, and art production. (KM)

Recommends the use of visual art games to organize learning for short time periods. Outlines strategies for seven visual art games adaptable for most age and skill levels. Based on familiar games such as "I-Spy" or "Bingo," these activities deal with artistic terms or concepts, artists, artworks, and art history. (LS)