Argues that children need more than basic reading and writing skills to be successful. Advocates the teaching of the arts as an obligation to the development of a a well-rounded individual. Defines the aims and content of discipline-based art education (DBAE) and offers alternative approaches to implementing it in the K-12 curriculum. (BR)

Reports on the 1986 Annual Conference of the National Society for Education in Art and Design (NSEAD). Notes the current trend in art education toward critical studies, museum education, and engagement with real works of art. Describes several studies on current trends in art education in Great Britain. (RKM)

Discussing the inadequate support that theater receives in elementary and secondary schools, the author explores the value of theatrical processes in teaching across the curriculum. Describes three levels of experience that are vital for learning, stating that teachers must do a better job of using theater as an educational tool. (GEA)

Discusses the founding and growth of the Getty Center for Education in the Arts and its adoption of discipline-based art education (DBAE). Examines the need for teacher training and the development of curriculum and model programs for the implementation of DBAE as the approach becomes accepted nationwide as the new standard for art education. (GEA)

Confronts the criticisms of discipline-based art education (DBAE), particularly those claims that DBAE is too narrow and undemocratic in its choice of subject matter and its interest in students. Argues that when properly implemented, DBAE is not only more democratic than other approaches, but it also goes farther in developing students'…

Criticizes discipline-based art education (DBAE), as proposed by the Getty Center for Education in the Arts, as being too confining for classroom use. Considers DBAE to be too narrow and limiting for teachers and calls for new interpretations of a more interdisciplinary view of art education. (GEA)

This article reports the results of a study of 25 second-grade students' conceptions of art. The study used a combination of participant observation, questionnaires, and interviews. Concludes that second graders generally like art and conceive of it as an activity, a place, and as an object. (JDH)

Compares recent trends in art education with the rationale for art learning expressed in a 1931 article by Victor D'Amico, "Art and the Average American Boy." Concludes that much of what D'Amico wrote still holds true today, especially the belief that art instruction must move beyond the studio to permeate daily life. (JDH)

A Canadian art educator remarks on three aspects of discipline-based art education (DBAE): (1) the nature and scale of the Getty Institute for Educators on the Visual Arts; (2) perceived problems in the development and implementation of DBAE projects currently under way; and (3) the possibility of establishing DBAE. (Author/RM)

Author's aim was to discuss the problems of evaluating the arts curriculum in the light of the struggle of a school system to establish curriculum evaluation as a vital link in curriculum development. (Author/RK)

Art programs for students of low socio-economic backgrounds must be emphasized. Art is a means of expression and therefore must be available to the culturally diverse schools. (MF)

Retraces the development, implementation, and evaluation of an art unit dealing with sculpture using a method called unit construction for fourth-year students in a British comprehensive school art class. Available from Carfax Publishing Company, P.O. Box 25, Abingdon, Oxfordshire OX14 1RW England. (AM)

Discusses the need to upgrade the art component in elementary teacher education. Guidelines are included which can be used to expose prospective teachers to questions about children's art, visual perception, art appreciation, and teaching strategies. Suggestions for integrating guidelines into teacher education curricula are included. (AM)

Focusing on subjectivity and objectivity in the experience of art, this article concentrates on the kind of knowing that the knowing of art is (thinking, feeling, conation, intuition) and on the aesthetic intuition which transforms this knowledge. Discusses implications for art education. (DB)