Ohio schools have developed a Balanced Comprehensive Art Curriculum (BCAC) that includes art history, art criticism, and art in society as well as traditional art production. Students in kindergarten through 12th grade receive equitable instruction in all four curriculum areas. Includes a resource list and table. (MD)

This book not only sheds lights on the problems inhibiting art education, but also demonstrates how art contributes to the overall development of the mind. Delineating how the development of artistic interests and ability is an important aspect of cognition and learning, the book aims to show how art helps individuals construct cultural meaning, a…

We are all designers. Designing is a part of life. It is the way we make and assemble the things we need for the way we like to live, or have to live. It is a way of organizing both the tangible and intangible structures of our lives, the structures which we form and which then in turn form us. In designing these structures we balance an inward…

Throughout this article the author uses the concept of line to demonstrate an awareness of the elements of art. His intention was to increase the child's perceptual involvement. (Author/RK)

The initial efforts of the Getty Center for Education in the Arts center on developing more holistic art teaching. Projects include case studies in twelve school districts; educational programs for teachers, administrators, and school board members; applying electronic media to art education; and using the Getty museum to educate visitors. (IS)

What images should we study? Which have value? Which are significant? These questions lie at the heart of one of the most critical issues in art education today in the debate over whether the field should maintain a narrow focus on fine art or expand its scope to include all of visual culture. In this article, I argue for the inclusion of…

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…

This paper attempts to analyse some of the relationships between perception, drawing and reality as one of the necessary preliminaries to new formulations of the art curriculum. (Author)

Reasons why art education should be concerned with contemporary visual culture are examined. Three ways the art curriculum can be restructured to respond critically to visuals such as photographs, advertising, television, and rock videos are outlined. (RM)

The Getty Center for Education in the Arts established the 1983 and 1984 Institutes for Educators on the Visual Arts to explore the introduction of discipline-based art programs into elementary schools. Teachers attending a summer staff development program planned programs for their own shools. The institutes are described and future plans are…

The Visual Thinking Strategies (VTS) curriculum was developed to engage beginning viewers in looking at works of art and has been used with children in many parts of the United States and Eastern Europe. The VTS was designed to develop critical thinking in viewing art and to enhance the function of the teacher as the facilitator of the reasoning…

Discusses the function of art education as a guide to the quality of life. (RK)

In this paper some of the distinctive qualities of the arts are reviewed and implications for curriculum and evaluation are discussed. For this discussion the visual arts serve as the exemplar from the several arts for discussion of subject content, learning, and assessment. (Author)

Describes the Portal School Project and the way in which it involves preservice teachers in early in-classroom teaching experiences. Presents a qualitative research study that illuminates the challenges associated with preparing preservice teachers to accept responsibility for devising and presenting lessons that link reading and writing with…

Aims to foster among art educators and students an awareness of how many contemporary artists are promoting ecological restoration. Grounds these artists' work historically, and discusses its view of humanity as interconnected with nature. Offers suggestions for involving art educators and students in ecological theory and artistic creation. (DSK)