Found 13 document(s)
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Discusses how the absence of a humanistic interpretation of arts education is affecting humanities in higher education and the leadership in arts education. Focuses on educational policy in arts education demonstrating t...
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Comments on remarks by A. Graham Down, president of the Council for Basic Education, about integrating arts education into the curriculum. Concludes that, when the arts are channeled into the mainstream and made part and...
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Examines the role of the National Endowment for the Arts in determining art education policy, stating that the organization has become increasingly political and has failed to realize its early promise. Argues that the a...
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Offers a brief history of the academic roots of discipline-based art education (DBAE). Discusses writings in the areas of educational philosophy, educational psychology, the social foundations of education, and education...
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Provides reflections on the meaning of excellence in art education. Identifies four propositions that distinguish excellence in art education. (JDH)...
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Provides 32 essays on the importance of aesthetic education. Topics range from the role of private institutions in art education, to the nature of art criticism and to rationales for art education in the public schools. ...
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Basic policy questions are offered to help guide efforts to formulate policy for art education in the schools. A view of art education that is responsive to these questions and examples of policy recommendations that hav...
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Beardsley's explanation of how works of art have the capacity to give an aesthetic character to human experience provides a justification for art education in the schools. His major work, "Aesthetics," and subsequent wri...
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A unit of study, designed for a general humanities course at the community college level, illustrates the relevance of aesthetics, art history, and art criticism to art education. The unit is predicated on the belief tha...
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To criticize the ideology of integrating the arts into general education, three questions are discussed: (a) What does the ideology assume about education? (b) What does it assume about art? (c) How has the ideology been...
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Discusses the problems inherent in combined arts education programs. The article argues that teachers in all the arts can pursue their common objective best by teaching their respective fields separately. (AM)...
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Considered the professional preparation of art teachers in an address on teacher education. (RK)...
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The purpose of this essay is to provide guidelines for curriculum development in the occupational cluster designated by the Center for Occupational and Adult Education of the Office of Education as "the fine arts and hum...