Recommends using an activity-based approach to art history similar to that of the "new social studies" movement of the 1960s. Provides suggestions for activities related to art criticism, style, and inductive learning. Concludes that student activities can help integrate art history and studio art in art education programs. (CFR)

This panel interview from the Indiana University Summer Arts Institute contrasts notions about a traditional Bauhaus foundation with a flexible, organic curriculum model. Directed instruction is also compared to problem-solving approaches. Peer teaching, science for art majors, and art for science majors are also discussed. (Author/PB)

Describes a videodisk called "Draw and Color Funny Doodles with Uncle Fred" on drawing for an elementary school curriculum. Library media skills objectives, art objectives, grade levels, resources, instructional roles, activities/procedures, evaluation, and follow-up are included. (LRW)

Proposes a definition of art criticism and claims that art criticism can never be a neutral activity. Examines reasons and provides examples of value orientations. Suggests a method for criticizing art in an educational context. (CFR)

Describes the establishment of the Sedona Center for Arts and Technology, which offers career preparation in multimedia content development and encourages teachers to use new media to enhance learning outcomes. Discusses four key elements that have contributed to the success of the start-up phase: thorough planning, clear pedagogy, strong…

Distance-learning programs should augment, not replace, the existing classroom. They should expand the elementary curriculum and fill gaps in traditional course offerings. Examples include advanced courses for gifted students, eliminated arts and foreign languages courses, and instruction for homebound students. Program evaluation criteria and…

The following is adapted from chapter 2 of "Assessing Expressive Learning: A Practical Guide for Teacher-Directed Authentic Assessment in K-12 Visual Art Education" by Charles Dorn, Stanley Madeja, and Robert Sabol. Lawrence Erlbaum Associates, Mahwah, NJ 2003. (Appendices referred to in the following article can be found in the book…

This paper describes the author's experience of designing and teaching an interdisciplinary course titled "Light", in collaboration with a visual artist. The goals of the course, texts used, laboratory work, art studio work, and other course activities are discussed with an emphasis on how light was used as a theme to make connections between…

The call for curriculum integration "with" and "through" the arts is evident within many elementary school environments. Arts specialists are frequently asked to link their classroom curriculum to other content area instructional goals and standards. Furthermore, fully one third of national, state and local content standards in the arts (music,…

This evaluation, conducted in 1994, examines all of the West Virginia Commission on the Arts' Arts in Education programs and assesses the future direction of the programs. The evaluation was conducted with a combination of quantitative and qualitative methods so as to provide the Commission with the data it needs to help guide planning and further…

The primary purpose of this document is to provide Arizona school district administrators with guidance in planning, implementing, and evaluating visual art education programs. Topics include curriculum content, teacher preparation, professional development, facilities, and program and teacher evaluation. Instruction in visual arts should provide…

This report contends that the arts provide unique ways of knowing about the world and should be considered central to learning. The report discusses arts education as it exists in the United States, and presents ideas and arguments about how arts education should be reformed. The national panel that produced this report received information from…

This study features an annotated bibliography of journal articles that emphasize the use of computers in the art curriculum. The annotations are grouped into four categories: technology in the classroom; restructuring school for educational technology; the impact of technology; and preparing for the year 2000. The study also includes background on…

This report documents the proceedings from a series of four regional roundtable discussions sponsored by the Getty Center for Education in the Arts. Representatives including arts educators, educational leaders, school administrators, artists, elected officials, and arts organization members were brought together to discuss practical aspects of…

Guidelines are offered for implementing an art education program fostering art knowledge, art appreciation, and personal creativity. Six chapters cover goals, content, curriculum planning, resources, evaluation and administration. Chapter 1 identifies 5 objectives of art education--perceptual awareness, values development, creative development,…