Discusses value of having Scottish students critique art collections throughout their country. Elaborates that this type of art appreciation consists of five major components: (1) critical activity, (2) history of art, (3) connoisseurship, (4) aesthetic experiences, and (5) production of art and design. (BSR)

Offers a rationale for teaching art history as an integral part of the K-12 curriculum. Maintains that art history instruction should begin in kindergarten. Includes sections on the relationship between art history, art production, art criticism, and aesthetics. (JDH)

Proceedings of a conference on art history, art criticism, studio art, and aesthetics are presented. An overview entitled "For a New Beginning" outlines Pennsylvania's new curriculum requirements and their relationship to art education. Listings follow which cover Pennsylvania's goals of quality education and arts and humanities objectives…

No single traditional discipline can adequately supply answers to the many unresolved questions in African art history. Because of the aesthetic, cultural, historical, and, not infrequently, political biases, already built into the conception and development of Western art history, the discipline of art history as defined and practiced in the West…

This paper examines art instruction in elementary and secondary schools, focusing mainly on the major shift in theory and practice which began in the early 1960s. Offers a broad view of art and emphasizes the importance of discipline-based art education in the K-12 curriculum. (JDH)

Outlines the discipline-based art education curriculum developed by the Getty Institute for Educators on the Visual Arts in the Los Angeles County elementary schools. (Author/MD)

This paper focuses on the cognitive and social functions of art and the role that art plays in communicating social and personal values. It shows how art criticism can play an important part in the education of all students by fostering critical thinking related to art history, art production, and aesthetics. (Author/JDH)

If visual art is to be taught as a substantive part of the public school curriculum, then it's content and structure need to be translated into a curriculum that provides continuous cognitive and psychological growth and development. While discipline based art education (DBAE) acknowledges the values of art production, the content of art should…

The collected papers from three conferences about art education are documented in three volumes. The first conference addressed art education, aesthetics, and art criticism. Eighteen scholars representing classroom teachers, museum educators, and university faculty were invited to prepare papers on the general topic of aesthetics and art criticism…

This study reviewed possibilities for looking at aesthetic perception in art using the D. E. Berlyne approach, identifying alternative methods, and reporting the results of a factor analytic study of preferences of young college adults for abstract art. The Berlyne approach used stimulus objects of simple to complex abstract components of the more…

The unit is designed for presentation to gifted junior and senior high students interested in aesthetics. The orientation is to familiarize students with a variety of arts pieces while exploring related philosophical ideas. Information provided includes a listing of objectives, materials, and ideas for presentation for the following nine subjects:…

A unit of study, designed for a general humanities course at the community college level, illustrates the relevance of aesthetics, art history, and art criticism to art education. The unit is predicated on the belief that the visual arts possess potential for contributing to humanistic education. (Author/RM)

Investigates the relationship between contemporary art and public art education during the 1960s in Quebec, within the theoretical perspective of the social history of art. Analyzes the consolidation of modernism and the importance of the societal debate on education that questions the place and the role of art in society. (KM)

The primary purpose of this document is to provide Arizona school district administrators with guidance in planning, implementing, and evaluating visual art education programs. Topics include curriculum content, teacher preparation, professional development, facilities, and program and teacher evaluation. Instruction in visual arts should provide…

The relationship between obscenity in the arts and practices in the school art classes is discussed. The issue of whether or not a teacher can advocate unrestricted freedom of speech expression is raised and the problems for the teacher caused by attitudes in the contemporary art world are outlined. (Author)