Describes how an elementary classroom teacher discovers and explores the power of aesthetic experience in an educational context. Discusses how the artwork of Vincent Van Gogh helps an exceptionally difficult class of 11-year-old female students in suburban Dublin, Ireland, become interested in their education. (KM)

Describes how the art program in Kosciuszko Middle School, Milwaukee, Wisconsin has developed, with an emphasis on multicultural students' needs. Uses a hands-on integrated approach to learning about art and artists, and makes art relevant to students' lives. Describes teaching strategies, art facilities, the aesthetic environment, and curriculum…

Asserts that neither of the two most popular models of art criticism lends itself to a postmodern understanding of the political role of visual art in the late 20th century. Concludes that the historical context model is rooted in historical understanding and that teachers must prepare for this type of instruction. (CFR)

Contends that the role of the arts in human education and development is essential. Describes an elementary curriculum project that integrates economics and art education to study visual images of U.S. business. Includes three descriptive figures, a table of subthemes and visual art images, and a sample lesson plan. (CFR)

Shows how discipline-based art education developed, and relates it to Thomas S. Kuhn's theory of paradigm shifts. Critiques Gilbert Clark, Michael Day, and W. Dwaine Greer's theory of disciplined-based art education and highlights mistaken notions in the inquiry methods of curriculum specialists. Concludes that art educators should focus on how…

Discusses purposes of the arts in early childhood education. Examines some of the contemporary proposals for art in early childhood programs, including discipline-based art education. Suggests a framework for selecting art activities for early childhood programs and provides examples of appropriate activities for young children. (CFR)

Portrays the spiritual and natural content of Haitian art, illustrates a characteristic cut-metal sculpture, and lists highlights of Haitian art history. Suggests activities for elementary and secondary students designed to help them understand art forms that provide insights into the myths and mysteries of other cultures. (KM)

Explains how elementary students learned art criticism by acquiring a collection of miniature reproductions of artworks, which the students critiqued. Describes how the art specialist worked with the classroom teacher to direct writing activities. Comments on how the teacher managed to acquire the miniature reproduction of artwork. (KM)

Conveys how art history is taught to elementary school students through the Picture Presenter program. Trained volunteers present reproductions of important artworks and illustrate these to students by wearing clothes or using items similar to those in the painting. Describes learning activities and the fundraising that keeps the project…

Responds to Enid Zimmerman's article, "Questions about Multiculture and Art Education." Argues time and resource limitations dictate that teachers determine art curricula. Maintains that other examples of fabric art can teach what the NAMES project (AIDS Memorial Quilt) offers without the controversial perspective. (KM)

Reviews recent development in art education in light of the National Curriculum for Art in Great Britain. Maintains that critical studies, the concept of applying critical thinking to art history, are the key ingredients for the improvement of art education. Provides suggestions for implementing critical studies in the art education program. (CFR)

Contends lack of appropriate instructional materials and demands of studio art production may keep some teachers from incorporating art history and art appreciation into secondary art education courses. Presents two lesson plans focusing on art from European Renaissance period. Concludes that the integration of art history, criticism, and…

Asserts that content-based art education, which is dominated by discipline-based art education at the elementary level, is also represented by a secondary model developed within the International Baccalaureate Program. Maintains that the program provides a content-based structure and fosters thinking skills, creativity, and critical appreciation.…

Outlines a lesson examining architectural and social history by investigating the changing uses of color in public and private buildings from 1830 through 1920. Describes several activities including examining historical black-and-white photographs of buildings and attempting to determine their true color and examining the chemistry of paint. (MJP)

Characterizes the medieval cathedral as an architectural encyclopedia, expressing the humanistic concerns, beliefs, and aspirations of the period in which it was built. Explains the theological, political, and social significance of the cathedral's architectural characteristics from the floor plan to the spires. Discusses the process and problems…