To foster learner focus and deepen engagement while embracing contemporary standards for teaching art and other subjects, teachers must help students more fully understand art images, objects, and events, present and past, so that they can understand the relevance and significance of art in their lives. Using a balanced approach that attends…

The function of aesthetic education in the life of the individual and society is examined. (CK)

Discusses the founding, development, and issues surrounding the Barnes Foundation and its art collection, specifically designed for art education. Also discusses myths about Albert C. Barnes, the Barnes Foundation, and its relationship to the ideas of John Dewey. (CFR)

Asserts that aesthetic questions and aesthetic understanding provide the framework for learning in art. Contrasts formalism (the belief that art exists for its own sake) with contextualism (the belief that art is part of a social communication system). Maintains that a balanced art program should incorporate both approaches. (MJP)

This article discusses the implications of the National Assessment in art and its possible influence on the evaluation of art teaching and research in art education. (RC) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Article presented the opinions of our political leaders and policymakers with regard to their views about art education and their interests in the aesthetic survival of man. (Editor/RK)

Described is a teacher-training program--Education for Aesthetic Awareness--designed to sensitize teachers to aesthetics, to help them become aesthetically literate, and to help them be better aesthetic educators. (Author/KC)

Discusses the "back-to-basics" fallacy, the aesthetic value domain and general education, some problems in arts education, and promising signs and suggestions for the future. (Author/RK)

This publication contains some of the open-ended art exercises used by the National Assessment of Educational Progress in its 1978-79 assessment of the art ability of students ages nine through 17. The objective is to provide classroom teachers easy access to released and tested art assessment materials. The open-ended exercises required students…

The document contains suggestions for developing a goal-based instructional program in art for grades k-12. It was designed as a model for curriculum development committees and classroom teachers by the Oregon State Department of Education. It is presented in five parts and nine appendices. Part one introduces the program. Part two discusses…

Educational Objectives and course descriptions for art education, grades K-8, Montgomery County Public Schools, Rockville, Maryland, are presented. The program consists of the integration of art production, art criticism, and art history. Objectives are intended to help students become sensitive to visual aspects of their environment, aware of art…

The author describes the aesthetic education curriculum developed by CEMREL (Central Midwestern Region Educational Laboratory), which encompasses six areas: aesthetics in the physical world, aesthetics and arts elements, aesthetics and the creative process, aesthetics and the artist, aesthetics and the culture, and aesthetics and the environment.…

Maintains that teaching the creation of art can be lost in the emphasis on discipline-based art education. Argues that much of art education is studying the art of others or the concepts and principles that can be derived from others. Contends that the process of personally creating art must be revived as an integral part of art education. (CFR)

Asserts that teaching the arts to children will help make appreciation and creativity a way of life and self-education the ultimate goal of education. States that it is important for children to develop a sense of design. Contends that the use of art in teaching content-area subjects is a natural integrated approach to teaching. (VWC)