The research focuses on examining the use of the interpretation of works of art in pre-school education in three dimensions - the current state of the use of the interpretation of works of art, the opinions of kindergarten teachers on art, and the opportunities for kindergarten teachers to acquire knowledge about the theory and history of art in…

Over the centuries, changes in technology and education have transformed people's attitudes towards the arts, making them more accessible. Bohemianism and modern art in the 18th century challenged the elitist perception of the arts, democratizing access. Digital tools and online resources have further opened doors to creating and experiencing…

How can museum educators create dialogical experiences with European decorative arts? This question frames my essay and stems from the challenges I have faced introducing objects whose original functions seem to overshadow their aesthetic and interpretive value. Repeated efforts to spark rich dialogue and collective interpretation around pieces of…

The National Visual Arts Standards (NVAS) present ways for students in the United States to create, present, respond, and connect to the world of art and artmaking. This article focuses on the practices of one visual arts educator, Educator A, who taught in a state-sponsored specialist music high school, guided by the following question: "How…

The present research aims to investigate lecturer's feedback over the art curriculum in Tehran, the capital of Iran, and introduce the applicability of Discipline-Based Art Education (DBAE), as a new way of teaching art, and its implication of art instruction in studio-based fields of study for undergraduate degree. This study is carried out based…

Discipline-Based Art Education (DBAE), a theory developed in the USA, has been influential but also used in Art Education institutions world-wide. One of its stated goals was to develop the quality of teaching art education. Today, it is used as a theory for identifying and assessing good practices in the field of Art Education. The purpose of…

Reviews recent development in art education in light of the National Curriculum for Art in Great Britain. Maintains that critical studies, the concept of applying critical thinking to art history, are the key ingredients for the improvement of art education. Provides suggestions for implementing critical studies in the art education program. (CFR)

Identifies two major groups of pseudoinscriptions: distinguished inscriptions which do not convey text but appear to be real things; and proper pseudoinscriptions which may have clearly delineated individual letters that taken together make no sense. Identifies Venice and the Netherlands as centers of Arabic and Hebrew pseudoinscriptions in the…

In order to understand the place of Herbert Read both in 20th century aesthetics and art education, one needs to carefully consider the entire field of English art and aesthetics from 1900 to the beginning of the Second World War. This time frame was dominated by the thoughts of Roger Fry and Clive Bell, and works both literary and visual, of the…

This book presents the experiential approach as a method for teaching art history. Through this approach, which may be used with any student age group, art historical problems are explored through self-expressive art production and experienced events. Yet, the focus remains on the art object rather than the student. The approach encourages:…

This paper reviews some of the recent research relative to the thoughts and writings of the English art critic, Clive Bell, one of the leaders in British art criticism for the first part of the 20th century. Bell's conception of "art as significant form" is considered with specific reference to the following educators: (1) Roger Fry and…

In an introductory section by Michael D. Harris, this resource presents a discussion of aspects and problems in the WEstern study of African Art. This is followed by six lesson plans based on art works from the Fred and Rita Richman Collection of Sub-Saharan Art in the High Museum. The handbook follows Georgia's Quality Core Curriculum and the Ten…

Describes art programs that were given at several elementary Australian schools focusing on Christmas and Easter. Explains that the programs are based on the accounts of the birth and death of Jesus given in the Bible. States that the programs integrate studio art, art criticism, and art history. (CMK)

The resources of this packet provide an overview of the career of Kazimir Malevich, (1878-1935), a Russian painter from Kiev (Ukraine) and a leader in geometric abstraction who developed a style called "Suprematism." Influences on and innovations of Malevich's art are examined, and his art is related to the historical and cultural…

Murals created by Diego Rivera, Jose Clemente Orozco, and David Alfaro Siqueiros embody a time of change in Mexico. The murals they created were intended to educate an illiterate population. Today these murals embody national pride. The goal of this curriculum project is rooted in learning about the history, culture, and art of Mexico. The project…