Outlines five areas in which much more needs to be known about the teaching of the fine arts and makes clear what is known--the arts have been starved of financial support in research and curriculum development as well as for time and attention in the schools. (Author/IRT)

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)

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 standards, the impact of testing, and the absence of teachers competent to teach the arts. (CMK)

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 of discipline-based art education (DBAE) and offers alternative approaches to implementing it in the K-12 curriculum. (BR)

The author examines some of the major developments, issues and problems during his tenure as president of the National Art Education Association. He looks at the association itself, federal programs, and the cutbacks art education is suffering in the back-to-basics movement. (SJL)

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 appraisal of DBAE. (IAH)

Highlighting the fundamental concepts of discipline-based art education (DBAE), this essay supports a comprehensive elementary and secondary education visual arts teaching approach that features content and skill learning in art history, production, criticism, and aesthetics. Section 1, "The Arts and the Mission of Education," considers:…

Educational psychologists frequently consider the arts to be emotive forms that might provide satisfaction--but not understanding. This article argues that if cognition is a matter of becoming aware, of perceiving, then the senses and the arts play a crucial role in providing essential resources for education. (Author/WD)

The arts should be part of the core curriculum because human cognition is wider than discourse and because the forms one is able to use define the scope of the reality that one can know. (Author/IRT)

Presents a study which examined nonspoken information that provides museums visitors with cues for perceiving, thinking about, and appreciating works of art through displays and labeled exhibitions. Discusses reasons museums operate as they do and considers what might be done to enhance visitors' satisfaction. Calls on museum educators to improve…

Describes nine consequences for children who are given the opportunity to work with art teachers. Some of these are that making images provides intrinsic satisfaction; children learn that the images they create can function as symbols; and children's power to conceptualize visual ideas and to use effective means of expressing them increases. (KC)

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 education would be better served if the energy devoted to criticism was directed toward constructive ends. (GEA)

The human species excel in the exquisite use of symbols. The sending and receiving of sophisticated messages sets humans apart from all other creatures on planet earth. The arts are one of mankind's most visual and most essential forms of language; and if children are not educated in the symbol system called the arts, they will lose not only their…

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 some about its message. (Author/BSR)

This book contends that although the arts are often thought to be closer to the rim of education than to its core, they are in fact critically important for developing complex aspects of the mind. The book aims to dispel the idea that the arts are somehow intellectually undemanding. It argues that many of the most subtle forms of thinking take…