In this article, we explore whether or not arts-based research engages different ideas and processes--different nouns and verbs--when the art form is understood as design, craft, or "fine" art. We propose that the fine, craft, and design arts each provide opportunities for conducting research, that their identities are built upon mutual support…

While many people with disabilities are becoming and remaining employed, recent studies show that employment rates for people with disabilities continue to be substantially lower than rates for those without disabilities. In a subset of youth with disabilities, the National Longitudinal Transition Study found that 40 percent of these younger…

What are the benefits of a Fine Arts education? With the advent of the No Child Left Behind Act of 2000, extreme pressure has been put on schools to concentrate the majority of their efforts and resources on reading, math and science skills. Yet, NCLB also states that every child should be well-versed in the arts. Some research has shown that when…

This paper describes a model education program in art education. The goals of the program are to: (1) encourage higher levels of thinking; (2) increase knowledge of arts terminology, style, and concepts; and (3) develop the characteristics of creative thinking, in students from kindergarten through high school. The teaching focus requires the…

Maintains that artists seldom take an educated interest in any artistic discipline apart from their own. Suggests that students need to be allowed to confront each other with regard to the aesthetic quality of a work and suggests an interdisciplinary form like performance art could be a good starting point. (KM)

This sampler was designed for art specialists and art museum educators with a basic understanding of teaching discipline-based art education content. The introduction offers a brief history of the Sampler and explains its intended purpose and use. Then 8 unit models with differing methodologies for relating art objectives to the four disciplines:…

This resource guide is designed to provide a starting place for planning and implementing programs in arts education. A short introductory section outlines the publication's purpose and describes sponsoring organizations. A section entitled "Program Planning for Arts Education" is divided into four subsections which provide a rationale…

As educators become increasingly subject to accountability pressures, maximizing the worth of evaluation is a prudent and realistic stance. This paper suggests useful and valid art program evaluation models: (1) Stufflebeam's (1971) CIPP (context, input, process, and product) model; (2) Stake's Countenance Model (responsive evaluation); (3)…

Defines art history by examining visual and contextual information and distinguishes between the fine and applied arts. Discusses scientific neutrality and the personal and social uses of art. Concludes that it is impossible for art historians to be truly objective, but this should not be problematic because art historians interpret art works for…

Questions the use of professional artists as appropriate role models for students learning about art making in the classroom. Examines a biography of one artist and reviews research on the psychological and social circumstances that facilitate art production. Suggests that the creation of those circumstances in the classroom would be complicated.…

Traces the origins and development of the National Standards for Arts Education. Discusses the long-term effects the national standards might have on preservice and inservice teacher education. Questions whether national standards might lead to a standardization in arts education that would hamper teacher and student creativity. (CFR)

Offers a lesson plan for acquainting students in grades 10-12 with the dimensions of style and technique of still life painting in the United States during the late nineteenth century. Uses William Michael Harnett's "Plucked Clean" to convey concepts of composition. Suggests instructional strategies and outlines a studio activity. (KO)

In this annual edition selected cultural arts organizations from across the state are featured, with a specific focus on how these organizations have aided local school systems as they implemented the arts education component of North Carolina's Basic Education Program. The following arts organizations are featured: Winston-Salem Arts Council;…

The elementary secondary curriculum in the United States could benefit from redefining the arts as a discipline to be interwoven into the school's curriculum. Four essays in this issue explore the question of the arts in education. John Holdren comments in "Will the Band Play On?" that music educators must stress the serious study of music as its…

Describes a computer system in which art reproductions are described and entered into a database containing 27 categories of information. Named the Visual Art Index System (VIAS), its underlying structure is influenced by contemporary models of aesthetics and art criticism. Maintains that the database and laserdisk can effect teaching methodology,…