When artists are inspired to travel in Europe to study art and history of the Western world, Italy is a good place to start. With its ancient architecture, rich cultural heritage, and superb works of art, Italy has been the quintessential center of Western art history for centuries. It was the good fortune of Alabama-based artist and teacher…

The development of art is an aspect of our American heritage that deserves recognition as an important area of education. The importance of art heritage curriculum and the aesthetic education it offers students is outlined. (Author/RK)

No single traditional discipline can adequately supply answers to the many unresolved questions in African art history. Because of the aesthetic, cultural, historical, and, not infrequently, political biases, already built into the conception and development of Western art history, the discipline of art history as defined and practiced in the West…

Lord Clark, the renowned British art historian, feels there are too many children in picture galleries and suspects they are brought there to fill in the curriculum. He considers three aims of education and how children can more fully understand the value of works of art. (Editor/RK)

Explores the difficulties of combining aesthetic experience and educational settings. Postulates this is due to the nature of aesthetic experience as well as the art object itself. Argues that art metaphorically discusses not what is, but what develops and implies a relativistic, adaptive, temporal concept of truth. (CH)

Proceedings from a seminar devoted to a discussion of issues related to discipline-based art education (DBAE), this document features three scholars addressing a given topic from the perspective of their particular discipline and experience in the field. Six topics were explored: (1) "New Voices on the Integration of Art Disciplines";…

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…

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…

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,…

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)

Describes different theories of art and how they disagree on the question of the way that artworks relate to the circumstance of their origins and use. Discusses how these circumstances influence the way one thinks about artworks. Considers where E. D. Hirsch's ideas on cultural literacy fit into this aesthetic controversy. (KM)

Evaluates the state of art education in light of the National Endowment for the Arts Report, "Toward Civilization." Cites rationale for arts education and makes recommendations for accomplishing the Report's programs. Suggestions include a sequential curriculum, comprehensive testing, improved data gathering; recruitment of outstanding…

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)

Formats for testing students in art production, aesthetic perception, art criticism, and art history are discussed in terms of historical precedents, underlying philosophy, reliability, and relevance to instruction. Problems in the measurement of higher-order cognitive and affective expectations of art instruction are presented. (Author/RM)

Describes two studies of art instruction offered to secondary school students which integrated art production with critical and historical learning and provided some comparisons with non-integrated approaches. Provides observations of high school art programs that included art history and criticism as part of the integrated art curriculum. (AEM)