Descriptor
| Art Education | 2 |
| Discipline | 2 |
| Visual Arts | 2 |
| Academic Achievement | 1 |
| Aesthetic Education | 1 |
| Art Appreciation | 1 |
| Creative Writing | 1 |
| Creativity | 1 |
| Critical Thinking | 1 |
| Curriculum Development | 1 |
| Dance Education | 1 |
| More ▼ | |
Source
| Educational Leadership | 1 |
Author
| Newbill, Sharon L. | 1 |
| Perkins, D. N. | 1 |
Publication Type
| Journal Articles | 1 |
| Opinion Papers | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedPerkins, D. N. – Educational Leadership, 1988
Discusses the three counterforces that work against teaching art in the schools: (1)students' naive concepts; (2) schooling's neglect of intelligent behavior; and (3) counterproductive disciplinary procedures. Presents the concept of "invisible art" used to teach an experimental course in art appreciation. Includes extensive references. (MD)
Descriptors: Aesthetic Education, Art Appreciation, Art Education, Creativity
Download full textNewbill, Sharon L. – 1992
This document looks at the Kansas City, Missouri, Paseo Academy of Fine and Performing Arts Magnet High School's three-year implementation of the magnet theme of the Long-Range Magnet School Plan. In addition to the core curriculum, five theme strands (visual arts, music, theater, creative writing, and dance) were offered to 9th through 11th grade…
Descriptors: Academic Achievement, Art Education, Creative Writing, Dance Education
