One of the most significant characteristics which appears to have continually pervaded educational thought and practice is that of the "either/or," the "pendulum of education." The author discusses its impact upon art education by examining the issue of art history vs art making. (Author/RK)

The import of these brief notes is that the systematic planning of art education should involve experts who range from philosophers to technical advisers. The teacher's primary expertise stems from the studio or workshop. A diagram shows this link between direct experience and scholarship. (Author/RK)

Attempts to define culture, its place in the educational system, and the relationship between ethnic groups and the dominant culture. Suggests that the crux of the curriculum must be a circular method of thought and teaching, one through which education becomes an agent for the internalization of culture instead of just the external explanation of…

A program was described whose essential aim was to see things at once both more acutely (structure) and more broadly (context), to develop accurate and alternative means for communicating one's particular visual awareness, and in so doing discover processes involved, making them part of one's consciousness and applying them to "daily" situations,…

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)

Considers what discipline-based art education (DBAE) teaches through its implicit characteristics and basic assumptions. Argues that DBAE should not be evaluated in terms of any one curricular model because there are many possibilities for its presentation. States that DBAE does not need to present standardized content or limit study to artistic…

States that Eisner's explanation of discipline-based art education is ambivalent about goals and pedagogical practice. Contends that the art educator's task is to enrich the student's understanding of various themes dealt with by artists throughout time so that they can share in these ideas. (GEA)

This article presents theoretical and practical reasons for encouraging greater creativity in secondary school art instruction. Included is a list of questions and student outcomes which may be used by art teachers to assess whether their instruction is providing for the development of creativity. (JDH)

The promises and limitation of computers and art education are examined, and why teachers are often afraid of computers is discussed. (RM)

The history of the Western Arts Association, organized in 1893, is presented. The Association's original constitution is included. (RM)

The Getty Center for Education in the Arts' new advocacy for discipline-based art education is questioned. Much of the efforts of theorists in art education are trying to make art education more intellectually acceptable. Classroom art teachers, on the other hand, have concentrated on teaching the craft of doing. (Author/RM)

An answer to the question, What is the paramount value of art, the value that justifies its inclusion in the school curriculum? is provided, using the writings of A. C. Bradley and Susanne K. Langer. Implications for teaching the arts are given. (RM)

Arts and crafts education opens up the creative ambitions of hearing-impaired children, cultivates their ability to express themselves, strengthens their organizational ability, helps them develop visual and tactile sensitivity, and increases their interest in learning. Self-respect and self-confidence are the result. (RM)

Beardsley's explanation of how works of art have the capacity to give an aesthetic character to human experience provides a justification for art education in the schools. His major work, "Aesthetics," and subsequent writings that have a bearing on art education are discussed. (Author/RM)

This article attempted to give some insight into courses designed for non-art majors, who are required to take such courses for elementary certification. (RK)