"Teaching Visual Culture" provides the theoretical and practical basis for developing a curriculum that lays the groundwork for art education at all levels (K-12 and higher education) and across school subjects. Drawing on material, social, cognitive, aesthetic, and curricular theories, Freedman offers a framework for teaching the visual…

As the third millennium progresses, we are faced with increasing pressures relating to climate change and the sustainability of life on Earth. Concerned citizens are realizing that the responsibility to respond is both local and global. There is an increasing sense of urgency about the need to reform the processes of schooling and curriculum to…

With contributions from leading experts across disciplinary fields, this book explores best practices from the field's most notable researchers, as well as important historically based and politically focused challenges to a field whose impact has reached an important crossroads. The comprehensive and powerfully critical analysis considers the…

Reviews recent development in art education in light of the National Curriculum for Art in Great Britain. Maintains that critical studies, the concept of applying critical thinking to art history, are the key ingredients for the improvement of art education. Provides suggestions for implementing critical studies in the art education program. (CFR)

In this provocative work, Mary Burgan surveys the deterioration of faculty influence in higher education. From campus planning, curriculum, and instructional technology to governance, pedagogy, and academic freedom, she urges far greater consideration for the perspective of the faculty. Burgan evokes the pervasive atmosphere of charge and…

Discusses the assignment of a research critique assignment to sociology students at Rhode Island College. Explains that students in methodology courses develop research skills by critiquing research articles and writing research proposals. Identifies the structure of the course and its connection with the other parts of the curriculum. Describes…

Discusses the redesign of the sophomore literature course at Francis Marion University by an interdisciplinary team. Considers the three diverse epistemologies found in different disciplines, concluding that literary study is best pursued within the rhetorical tradition of analysis and disputation. (DMM)

In order to help teachers identify works of literature that will remain vibrant parts of their students' lives and give them new insights into themselves, their friends, and their enemies, this journal contains articles suggesting works that the authors found most meaningful to themselves. Titles and authors are as follows: (1) "'April Morning':…

Describes a computer system in which art reproductions are described and entered into a database containing 27 categories of information. Named the Visual Art Index System (VIAS), its underlying structure is influenced by contemporary models of aesthetics and art criticism. Maintains that the database and laserdisk can effect teaching methodology,…

Suggesting that instructors approach literature from a multidisciplinary life-based stance, this paper presents syllabi, pedagogical techniques, and a student essay which illustrates a life-based approach to literary themes. The first section of the paper deals with creative curricular re-packaging of great literature in which traditional course…

Presents a study of Atlanta, Georgia, teacher's perceptions of the purposes of education and how those perceptions relate to the reform literature of the 1980s. Concludes that teachers generally agree with reformers and differ over educational purpose, as does the reform literature. Reports some effort among teachers to synthesize disparate views.…

Explores the sources of art criticism and reviews some extant pedagogical models. Outlines the content skills to be developed and the role of art criticism in a discipline-based teacher training curriculum. Recommends that art criticism should incorporate pedagogy and other disciplines of art. (KM)

This report documents the proceedings from the second series of regional roundtable discussions sponsored by the Getty Center for Education in the Arts. These roundtables were established to provide a forum in which people could discuss aspects of Discipline-Based Art Education (DBAE). The topics of these roundtables were as follows: Roundtable I…

This volume, the fourth in a series, brings together the conversations of the profession that were explored during the 1993 and 1994 Summer Institute for Teachers of Literature. This anthology of essays considers what "American literature" is and how definitions of this category affect teaching practices. The essays argue for the…

Proposes an art curriculum framework that reduces aesthetics to three theories of art: imitationalist, formalist, and emotionalist. Fits each theory into the curriculum at the appropriate developmental stage of the student. Applies these theories to art criticism, art history, and studio production. (LS)