This study reviewed the context of and activities involved in state-level evaluation of elementary/secondary art education in Minnesota. Four main areas reviewed include: (1) legislation impacting all state-level assessment decisions; (2) curriculum development initiatives as they relate to assessment; (3) a specific state-level assessment…

This guide was designed to provide a sequential art program for grades kindergarten through 12 and to assist teachers and administrators in maximizing the use of available resources. The program also reflects recent trends in art education that encourage the development of understanding and appreciation of art heritage, aesthetic perception and…

Art studies is a sequence of experiences intended to enhance Alberta, Canada students' knowledge in the discipline of art, emphasizing the student as critic, consumer, and historian. Art 11 surveys the role of the artifact in every day life. Art 21 surveys the history of art in western culture. Art 31 examines the impact of international influence…

Materials contained in this curriculum guide are arranged for the classroom teacher as follows: a preface or "Foreword to the Teacher" begins each guide; following the preface is the day-by-day procedure written from the teacher's point of view, including title of activity (what the greater part of the day will be spent on), objectives, time line,…

This curriculum guide is intended to help school districts in Connecticut plan and implement a comprehensive K-12 arts curriculum. It can be used by educators in other states as well. There are four major parts to the guide. Part I discusses the role of the arts within the total school curriculum, the scope of arts experiences as general education…

This pamphlet is intended to be an aid for local curriculum committees who are developing and implementing multicultural, nonsexist arts education plans. The pamphlet includes (1) definitions of relevant terms, (2) a rationale and philosophy of multicultural and nonsexist education, (3) the sections of the Iowa Code and Iowa School Standards that…

The course on art education, intended for the junior high school art teacher, outlines an art program based on concepts and performance objectives. The major objective is to promote each child's development so that he is not only proficient in measurable skills and knowledge but also a resourceful and creative individual. Suggested teaching…

This feasibility study provides the Fashion Institute of Technology with a number of continuous-learning-year calendar choices, along with several suggestions regarding implementation procedures. The nature of the implementation process and the issues confronting the college administrator who is willing to reschedule the college year to facilitate…

Presents the results of a national survey designed to identify the historical roots of discipline-based art education (DBAE). The survey reviewed several thousand curriculum documents drawn from all fifty states and spanning a 110 year period. (JDH)

Exposure to the Reggio Emilia approach has led to greater awareness among early childhood educators of the importance of the arts, project work, and documentation. To be successful in integrating visual arts, teachers need to acquire the knowledge and skills for working with the arts and experience a wide range of art materials, methods, and…

Reports a research project that uses photography in media education at the elementary school level. Outlines why photography is an appropriate medium and describes projects and games the children used to explore the meaning of photographs, particularly those in the family album. (KM)

Analyzes drawings by children from a Dutch East Indies exhibition in 1937 organized by educator Johan Toot. Divides the drawings thematically and discusses how the drawings are influenced by various cultures. Describes how Johan Toot worked to replace rote learning with an activity-based education. (KM)

Examines issues of integrating and funding arts education in public school elementary core curricula. Recommends that art become part of daily, and nonexpendable, school experiences. Suggests that art teachers should be consultants for designing curricula, training, and assisting classroom teachers. Urges higher education should better prepare…

Examines the construction of art knowledge and criticizes curriculum reform proposals that ignore constraints of the work place. Suggests that reform efforts should be defined locally and that teachers should be afforded the opportunity to develop their decision making abilities as a means of helping this local control. (KO)

Examines the problem of time as it impacts upon art education in the elementary curriculum. Notes that scheduling of time for the arts is inconsistent and allows only superficial study. Urges renewed advocacy upon the part of those concerned with art education, increased pre-service education, and less emphasis upon studio art. (KO)