This article examines the history of art education in Turkey. Since the beginning, the purposes of the arts and art education have been a point of discussion by various authorities. Whether art education should be taught, and how it needs to be taught, have been at the forefront of educationalists' minds. As a result, introducing certain models of…

The National Visual Arts Standards (NVAS) present ways for students in the United States to create, present, respond, and connect to the world of art and artmaking. This article focuses on the practices of one visual arts educator, Educator A, who taught in a state-sponsored specialist music high school, guided by the following question: "How…

Targeting students in grades K-8, Art in Action's program consists of 12 age-appropriate lessons per year led by parent and teacher volunteers. The curriculum is based on historically significant artists and their works of art. Through semi-structured discussions, students examine a variety of masterpieces, learning about the artist as well as…

Targeting students in grades K-8, Art in Action's program consists of 12 age-appropriate lessons per year led by parent and teacher volunteers. The curriculum is based on historically significant artists and their works of art. Through semi-structured discussions, students examine a variety of masterpieces, learning about the artist as well as…

Ideas are starting points-for thought, discussion, reading, viewing, writing, and making. The two "brainstorms on paper" presented in this article illustrate how taking an idea and examining it from an artistic point of view can generate thematic starting points to help teachers and students connect the visual arts to ideas that ripple across the…

In this article, the author takes a look back at several scholars of the 1960s (Vincent Lanier, June King McFee, and Corita Kent) and their contributions to the discussion of visual culture in art education. He asserts that, though these scholars were not successful in implementing changes within their own time, their ideas provide powerful…

Defines art history by examining visual and contextual information and distinguishes between the fine and applied arts. Discusses scientific neutrality and the personal and social uses of art. Concludes that it is impossible for art historians to be truly objective, but this should not be problematic because art historians interpret art works for…

This author contends that it is sometimes difficult to construe exactly what the visual culture movement really involves. To use the kind of lingo that its spokespersons favor, we are seeing a conflict between transfigured factions surviving from the 1960s. During that fevered era, it appeared to academic liberals that America was becoming…

The history of art and design education in Botswana has evolved in a unique way and reflects its British colonial history and post-independence development. It has involved constant exchange and dialogue with other countries through the employment of teachers, teacher trainers and university lecturers from a variety of European, Asian and other…

The inaugural issue of this annual journal explores issues affecting art education practices in Alaska and seeks to contribute to a national dialogue on art education policy. "Art as General Education" (Harry S. Broudy) addresses the essential value and nature of the arts in general education. It argues for visual arts education as a key…

Maintains that in recent years there has been an increasing interest in the history of art education and art education associations. Describes how the Texas Art Education Association has collected and documented material from its past. Points out that art education students can use this information to place current trends in perspective. (KM)

Discusses the future of art education in relation to changing demographics, technologies, values, and art forms. Reiterates two basic theories of art education: a separate subject with a defined place in the curriculum or a decentralized approach in which teacher involvement in the planning process has priority. (GG)

Reviews the evolution of courses and degree programs designed to produce art education specialists. Devotes particular attention to the emergence of discipline-based art education (DBAE) ideas. Concludes that DBAE has clarified the question of what to teach; that the challenge now is to bridge the gap between DBAE theory and current teaching…

Explores the sources of art criticism and reviews some extant pedagogical models. Outlines the content skills to be developed and the role of art criticism in a discipline-based teacher training curriculum. Recommends that art criticism should incorporate pedagogy and other disciplines of art. (KM)

Examines four works of art, created for public spaces, to help students understand the value of public art in the community. Illustrates work by Claes Oldenburg and Coosje van Bruggen, Siah Armajani, Jackie Ferrara, and Deborah Butterfield. Outlines lesson activities for elementary and secondary students. (KM)