Describes the transition of the Getty Center Photo Archive from a museum library serving a select curatorial clientele to a major art research library, and the resulting need to devise new cataloging schemes. The discussion covers efforts to reconcile existing cataloging formats with MARC formats. (CLB)

Discusses the information-seeking and information-using behavior of artists, particularly in the applied arts, and art historians. Topics include visual information; technological and intellectual aspects of access to visual information; physical characteristics of art works; cataloging and indexing tools; access to images; and the role of…

Presents a sample lesson plan using Discipline Based Art Education (DBAE), an approach that integrates social studies with related content from other disciplines. The lesson plan combines economics, art history, aesthetics, and art criticism in its "Analysis of a Fresco Depicting Production in an American City." Includes follow-up…

Vincent Scully, Yale art historian, discusses urban architecture, classical influences, and the role of technology. He argues for a public architecture that expresses and supports the concept of communities, and discusses the decline and rebirth of American cities. (MJP)

Argues that teachers should replace art history instruction with efforts to build in children a love for beautiful old objects. Suggests that children should be encouraged to examine family treasures and toys and share their discoveries. Describes several suitable classroom games, including tablesetting history, history to wear, and traditional…

The evolution and design of a videodisk recording for classroom use in teaching aesthetics at the college level are described. The program presents an internationally notorious case study in art forgery. It facilitates three crucial tasks in visual art study: access to art and related information; detail; and analysis. (MSE)

Argues that many of the concepts which constitute discipline-based art education (DBAE) can be related directly to postmodernism. Examines the historical development of art education in relation to art movements, the improved relationship between artist and market, and cultural pluralism. Concludes that DBAE may help students comprehend the…

Contends that a work of art may have more than one story to tell and that the full meaning requires knowledge of the artist's background and culture. Presents four classroom lessons based on three paintings and a beaded belt. Includes full-page color photographs of the art works. (CFR)

Reports on a study of the use of museums by 541 middle and high school art education specialists. Finds that art specialists see the art museum as important to supplement classroom instruction in study work and art history. Includes four tables of data and recommendations for enhancing the use of museums by art educators. (CFR)

Shows how high school students used foam carpet padding to create forms for still-life drawing. Discusses learning to progress from simple-line drawing to a three-dimensional image. Identifies the drawing of shadows, and extreme light and dark values, as points that need to be emphasized repeatedly. (KM)

Examines why art and design educators resist the modularization of degree-level courses. Identifies key characteristics of art education in England through an ethnographic study. Discusses government policy and rationales for modular and integrated courses. Concludes that the holistic approach to education allows students to expound and develop…

Maintains that teachers and artists are alike in that they are communicators, inquirers, required to know themselves, trained to think qualitatively, concerned with technique, and evaluated by their work. Argues that using the model of the teacher as artist is superior to using only technical and quantifiable methods. (CFR)

Describes a college level art history course based on the opposing concepts of Classicism and Romanticism. Contends that all creative work, such as film or architecture, can be categorized according to this bipolar model. Includes suggestions for objects to study and recommends this approach for art education at all education levels. (CFR)

Describes a game designed to motivate students to conduct art historical research. Required students to find artists who created art in four different ways, realistically, intellectually, emotionally, and spiritually. Students chose ways to take collected data and work cooperatively to create a mural. (KM)

Justifies examining still-life pictures of flowers to provide students with an opportunity to learn how one distinguishes between deeply artistic pictures full of emotion and pictures lacking this quality. Claims that students will develop their own artistic expression. Offers pictures by Diego Rivera, Watanabe Shiko, Consuelo Kanaga, and Rachel…