The author describes the history, theories, and methods of the German institution called the Bauhaus, which he considers to be the basic influence on American studio art education in the last 50 years. (Author/SJL)

Contends that, in the last decade, there has been increased respect for teachers' practical theories about teaching and learning. Discusses preservice art teacher education and aspects of reflective teaching. Describes the use of student journals in an art methods course and presents quotes from the journals. (CFR)

Examines Viktor Lowenfeld's activities as an instructor at the Hampton Institute, Virginia (1939-1946), an essentially Black school in a pre-civil rights movement southern setting. Discusses his theoretical statements and his behaviors in relation to teaching art to Black adults. (GEA)

This paper purports that art education in the schools is being taken over by a "conspiracy" of art commissions, rather than leaving art education to art educators. It is suggested that this "cabal" will attempt to replace art educators in decision making relative to curriculum, methodology, certification, and teacher preparation. (KC)

Discusses if there is a theoretical framework for a life-centered curriculum within art education history, problems that may occur when a life-centered curriculum is used, instructional approaches for a curriculum centered on life issues, and introducing art education students to using life issues in the curriculum. (CMK)

Contends that Discipline Based Art Education (DBAE) upholds and exemplifies a tradition that supports the male-dominated status quo in art education. Presents gender-biased quotes from various theorists and philosophers whose works form the foundation of DBAE. Concludes by showing how feminism may strengthen arguments for DBAE. (JDH)

Explores the interrelationship of educational research to art. Recommends using art as a part of research methodology. Describes the use of a nineteenth-century painting, "The Knitting Lesson," as a metaphor for incorporating the use of research in preservice art education. (CFR)

Considers a number of questions connected to the world of visual art that artists, art educators, and writers about art view as essential. These questions cover broad areas such as definitions and purposes, as well as, more specific concerns such as women artists and the art market. (MJP)

Describes the development and implementation of a collaborative effort between a college professor and K-12 art teachers. The teachers acted as art education researchers investigating how people understand and interpret art works in their historical context. Explains how the teachers became collaborators in planning further studies and teaching…

Describes a model for an education curriculum that includes three spheres of activities: economic activities, social activities, and spiritual-cultural activities. These activities are incorporated throughout a liberal arts and sciences curriculum. Includes a list of activities by category and a chart detailing contrasts between modernism and…

Considers the career and accomplishments of Colonel Wayland Parker, a late-19th-century educator and reformer. Parker worked to establish art education as an essential part of every school's curriculum. He proposed integrating art into all of the daily subjects and recommended the establishment of studio and workshop spaces. (MJP)

Maintains that postmodernism is a complex set of cultural and historical phenomena that is easy to discuss, but difficult to describe or to teach adequately. Outlines undergraduate and graduate seminars in art education that focused on postmodernism and the visual arts. Includes student comments about the course. (CFR)