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…

Rudolph Arnheim combined his knowledge of psychology with a love of art and interest in the artist. This paper describes his deep contact with the work of art in all of his endeavors and his almost single-handed establishment of a psychology of art movement in the United States. Rudolph Arnheim focussed his effort in writing and research rather…

In general, children between the ages of four and eight criticize works of art based on their subject matter, color, pattern, or related combinations of these criteria. Between the ages of 8 and 11 children begin to notice their feelings, the artist's ability, and the expressive qualities of a picture. After the age of 11 children become…

Examines the influence of novelty of pose and facial expressions on college students determination of a photograph's artistic merit. Moderate novelty of poses and positive facial expressions received the greatest endorsement. However, some deviation occurred between considerations of artistic and photographic merit. (MJP)

Discipline-based art education (DBAE) is a movement to incorporate aesthetics, studio production, art history, and art criticism into a curriculum of instruction in the arts. The 10 essays in this book focus on the role of philosophical aesthetics in the discipline of art education. Divided into two parts, part 1 of the book is an attempt to show…

Describes Jan Gossaert's painting of "St. Luke Painting the Virgin" and shows how it encompasses the intellectual pattern of early sixteenth-century thought. Discusses the arguments for and against the making of religious images and how artists overcame the potential threat to their livelihood from church authorities. Analyzes Gossaert's…

Contends Discipline Based Art Education (DBAE) has had major impact on art education field. Argues that the art curriculum in higher education is still bound by a studio emphasis, which does not prepare art education majors adequately for precollege art instruction. Concludes that both art and art education majors, as well as their instructors,…

Explores art instructors' and students' thoughts and feelings when students display their work for critical response, highlighting college art classes and offering notions of mentoring to help remedy detrimental aspects of crucial opportunities for teaching and learning. The paper concludes that ideas about mentoring can provide instructors…

Asserts that elementary school art experiences are not always positive experiences. Discusses Eisner's model of art criticism which comprised six dimensions of critical judgments. Recommends a synthesis of subject-centered approaches based on four areas of activity: reacting; researching, responding, and reflecting. (CFR)

Contends that teaching interpretation within art criticism is probably the most difficult aspect of teaching criticism. Provides suggestions and 17 principles to guide art teachers in engaging their students interpretive dialog about works of art and to provide criteria for assessing their interpretations. (CFR)

Maintains that the various components of philosophical inquiry (reasoning, forming concepts, translating) can serve as useful methods for art education research. Discusses four approaches to philosophical research: analytic, phenemenological, feminist, and pragmatic. Reviews examples of each drawn from recent art education literature. (MJP)

Examines the complex interactive set of conditions that influence artistic production and frame the way interpretations are constructed. Uses a software system to index qualitative material (interview transcripts, field notes, reviews, and commentary) and analyzes this material in terms of emerging themes. Includes comments from the artists. (MJP)