Outlines the components of Discipline-Based Art Education (DBAE). The program is based on the development of four domains in art: production, criticism, art history, and aesthetics. These areas are important dimensions in artistic development, and the acquisition of art skills broadens childrens' sensitivities to the world in general. (MD)

Describes the Arts in Education Program developed in rural Pennsylvania schools. It is made up of educational leaders, artists, community members, university faculty, teachers, students, board members, and an Arts in Education staff. The team works to improve the quality of life and education for students through the arts. (MD)

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 volume highlights thought-provoking issues in visual arts, drama, and music education presented at the 1998 meeting of the American Educational Research Association. Following a message from the Special Interest Group Chair, Larry Kantner, and an editorial, articles in section 1 are: "Art Beginnings" (L. A. Kantner); "Teachers'…

Considers the relevance of a semester length curriculum in Performance for Art and Theatre students. Contends that art majors in performance classes learn to value more ephemeral content, to work with time, and to think explicitly about audience, while theatre majors have an opportunity to engage with original, personally expressive content and to…

Discusses a cognitive model that is an alternative to Jerome Bruner's spiral curriculum, developed and based on the metaphor that the mind's knowledge base is a lattice. States that the lattice metaphor offers an understanding of cognition but some questions still remained unanswered. (CMK)

Discusses the future of art education in relation to changing demographics, technologies, values, and art forms. Reiterates two basic theories of art education: a separate subject with a defined place in the curriculum or a decentralized approach in which teacher involvement in the planning process has priority. (GG)

Examines procedures derived from ordinary-language philosophy to help students learn to investigate conceptual issues in art. Sets out and analyzes three procedures relative to art education and makes suggestions for further research. Maintains that the principles and proficiencies in philosophical inquiry can be introduced and reinforced in all…

Illustrates how historical art education metaphors objectify and stereotype the environment through landscape art. Proposes a new metaphor of art teaching, ecological pedagogy, as a means of critiquing stereotypes and of promoting compassionate and caring representations of the environment. Offers strategies for implementing an ecological art…

In this article, the author suggests that visual culture is so much a part of students' lives that it is difficult to ignore. In the art class educators can effectively model democratic concepts, processes, and behaviors, and help students make sense of their world. The arts can heighten perception and critical thinking and help students develop…

Overall, little is known about the ways in which disabled children and young people produce artwork or how they are enabled to access the visual arts curriculum particularly when they have high level and complex support requirements. This article focuses on the Information Communication Technology (ICT) and practical assistance that enables…

The arts and humanities convey the very essence of what it means to be a human being. The arts are a basic and central medium of human communication and understanding. As such, they should occupy a central place in education. In the wake of a "back to basics" movement in the schools, the artistic heritage and opportunities to contribute…

In response to new responsibilities that have come about as a result of the arts (dance, music, theater arts, and visual arts) being included in the basic curriculum in North Carolina, this monograph discusses the many approaches to interrelating different areas of the curriculum. The monograph responds to the following questions: (1) "Why…

Some art educators believe that art should be studied for its own intrinsic value, while others believe that art instruction provides instrumental outcomes that are valuable beyond the acquisition of art knowledge and skills per se. This latter group of educators, known as instrumentalists, believe, for example, that the study of art promotes…

Both students and their mothers became motivated to participate in and react to an art program developed at Oklahoma State University. The program used the mothers as volunteers who were trained to stimulate students' interests in famous art prints. (RK)