Exploring the place of the arts in the precollege curricula, chapter 1 of these proceedings opens with an overview of the conference by Maria Meulenbeek. The papers in chapter 2 discuss the relationship between art and education and include the authors Hermann Rohrs, Peter van Stapele, Geoff Haward, and Jagjivan R. Sheth. Ways to bring art into…

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)

This study uses document analysis and comparison to investigate the connotations of National Standards for Visual Arts of the United States and Taiwan. The major difference between these two sets is the content structure. The U.S. standards focus on the differentiation of students' abilities by grade based on six content areas of arts disciplines.…

Cultural understanding and intercultural communication are important for young people in today's world. Many communities, including Australia, are still negotiating reconciliation with indigenous peoples and the harmonious acceptance of all cultures within the national community. Addressing the United Nations Educational, Scientific, and Cultural…

This article explores the factors which account for the weaknesses of the visual arts in the social studies curriculum. Of necessity, it therefore examines social studies teachers and their training. Finally, it suggests what can be done to make aesthetic expression an integral part of instruction in social studies. (Author/SJL)

Asks how art should be taught in the postmodern world. Argues that art education must change in two ways: (1) discussions of fine art must focus on the meaning of postmodern art and concepts; and (2) incorporating postmodern concepts to address the broad range of visual culture encountered by students. (DSK)

This document provides examples of various teaching methods to help Arizona educators develop visual art lessons that can be integrated with other activities. The guide is divided into four sections, each with its own index tab. Section 1 features ideas for relating art to other subjects. Resource examples for ideas are provided and the importance…

The study of Native American rock art should be more fully incorporated into art education and art history curricula, especially at the precollege level. Rock art is a sensitive reflection of the culture from which it sprang, it provides one of the most direct links with ancient lifeways and ideas recorded by early ancestors, and as a form of…

An arts education task force was set up in North Carolina to identify critical issues related to arts education and to make recommendations for improving the public school programs. Fourteen recommendations are documented including that: (1) the Department of Public Instruction, the State Board of Education and the North Carolina General Assembly…

Educators should be encouraged to develop elementary school students' knowledge, understanding, and appreciation of the visual arts in an integrated approach to curriculum development in the schools. Instruction in the visual arts is frequently presented in isolation from other subjects, but resources are available to support reinforcement in…

Western society sees art as beautiful, well crafted objects; and art education derives almost its entire theory and practice from this concept. However, this is only one function of the creative process and art educators need to reconsider the fullness and depth of the usage of that process and provide an alternative mission and practice of art…

A total of 102 children through 12 years of age and 10 teachers participated in a pilot interdisciplinary social studies-art program. Of thousands of prints examined, 60 were selected for use as instructional resources in social studies lessons. Three categories of paintings were selected: (1) pictures of children; (2) pictures related to general…

As educators we must act with knowledge and purpose to make sure young children acquire the skills and understanding they need to succeed. Planful, intentional teachers keep in mind the key goals for children's learning and development in all domains by creating supportive environments, planning curriculum, and selecting from a variety of teaching…

The Connecticut Curriculum Trace Maps are designed to help curriculum developers and teachers translate Connecticut's K-12 performance standards into objectives and classroom practice. The Trace Maps provide detailed descriptions of what students should know and be able to do at smaller grade level clusters, K-2, 3-4, 5-6, 7-8, 9-10, and 11-12.…

This book presents findings of a 1993 study of how design in the curriculum helps students achieve national educational objectives. It also explores opportunities for expanding the role design can play in students' academic lives. Results of the 1993 study reveal how the use of design experiences in classrooms provides teachers and students with a…