Found 19 document(s)
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My subject is what the practice of education can learn from the arts. I describe the forms of thinking the arts evoke and their relevance for re-framing conceptions of what education can accomplish. (Contains 1 note.)...
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Focuses on identifying ways in which policy has affected arts education, specifically those that have evolved outside of arts education instead of within. Explores topics such as: the influence of national and state stan...
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Finds only a very limited research basis for claims about the effects of art experience on academic achievement. Identifies three levels to which arts education contributes: arts-based, arts-related, and ancillary outcom...
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Examines recent research considering the effects of art experience on academic achievement. Discovers the most cogent research concerns the intentional use of the arts to increase reading and writing. Proposes three new ...
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Reprints the 1978 article as a representative example of thinking about art education during the 1970s. Provides a thorough overview of the state of art education at that time. Considers educational policies, national pr...
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Reprints the 1966 article as a representative example of thinking about art education during the 1960s. Primarily answers criticisms raised by Victor D'Amico in his attack on the current state of art education, and art e...
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Presents an art educator's reflections upon his career. Discusses psychological views of art, the role of the arts in enlarging human knowledge, and implications for the curriculum. Describes teaching as an artistically ...
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This article outlines the history of discipline-based art education (DBAE) and its underlying concepts, identifies and refutes significant misconceptions and criticisms of DBAE, and suggests a more balanced approach to a...
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Reviews art education in the United Kingdom and the United States over the past 20 years and discusses future agendas. Identifies positive developments in the field and identifies short-comings. Calls for an overhaul of ...
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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 i...
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Discusses the criticisms of discipline-based art education published in the March 1988 issue of "Art Education." Responds to the arguments of Peter London, Helen Muth, Norma K. Pittard, and Karen Hamblen. States that art...
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States that amidst optimism and controversy, discipline-based art education (DBAE) has entered the U.S. art education scene. Attempts to put DBAE in perspective, to identify its roots, and to alleviate the concerns of so...
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In this article, Elliot Eisner defends the sections he wrote for the Getty Trust report entitled "Beyond Creating: The Place of Art in American Schools." (JDH)...
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Argues that children need more than basic reading and writing skills to be successful. Advocates the teaching of the arts as an obligation to the development of a a well-rounded individual. Defines the aims and content o...
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Capitulation to the view that arts education is not the school's responsibility will remove from the school what it needs most: activities and problems that stimulate the imagination, tasks that celebrate ambiguity, priz...