This longitudinal case study explored one rural elementary art teacher's praxis for two years after she participated in professional development sessions on place-based education (PBE). These sessions focused specifically on PBE within the discipline of art for K-12 art educators in a geographically-large southeastern school district. Through…

The design of a utopia was devised as a studio project in order to bring critical thinking into the design studio and to stimulate creativity. By suggesting a utopia, the pedagogical aim was to improve progressive thinking and critical thought in the design education of architectural students -- and also future architects. From this perspective,…

The new University of the Arts was created by the merger of the Philadelphia College of Art and the Philadelphia College of the Performing Arts. An increasing interchange among art disciplines is seen, but each student must also take liberal arts courses. (MLW)

Reviews Natalie Robinson Cole's contribution to the field of art education by contrasting her philosophies with those of other art educators. Compares her teaching style with Viennese art educator, Franz Cizek. Concludes that Cole's life and work can be examined within as many frames for understanding as can be devised. (KM)

Aims to show that children have a "functional use of drawing" which contrasts with the mechanistic stages model of drawing development. Observes that young children's images often show extended time sequences. Argues that, when considered from this viewpoint, children's drawing abilities develop gradually from a high to a low variety of…

Assembles information about theories of child art into conceptual basis related to interpretation of children's art. General overview of nine theories or models of child art (naive realism, recapitulation, personality, developmental, intellectualist, haptic-visual, perceptual development, perception-delineation model, and author's synthesis) gives…

Examines the similarities and differences between the artistry of children and adult masters. Suggests that while artists have more highly developed skills, far more control of their gifts, and superior ability to experiment systematically and to choose among alternatives, much in their processes of creation is reminiscent of children. (JMF)

Shows how two approaches, nurture (subject-matter centered) and nature (child-centered), have affected education and art education over the years. Concludes that whichever approach is fashionable, art education must be relevant to students' lives and they should be able to talk intelligently about art. (KM)

Uncertainty about attributions of works of art and shifts in opinion leading to reattributions are intensifying the study of connoisseurship, the process by which an art historian or curator seeks to determine who made a work of art. (MSE)

Reviews the evolution of courses and degree programs designed to produce art education specialists. Devotes particular attention to the emergence of discipline-based art education (DBAE) ideas. Concludes that DBAE has clarified the question of what to teach; that the challenge now is to bridge the gap between DBAE theory and current teaching…

Art historians are saying that while art outside the mainstream challenges many usual assumptions about art history, more attention should be given to nontraditional art genres such as graffiti, folk art, children's art, prehistoric cave paintings, and the art of the insane. (MSE)

Five projects in the arts, such as drama and facepainting, provide a day's worth of class activities. Detailed instructions for each project, including materials and procedures, are given. (JL)

Traces the development of an art program for the Amarillo, Texas, Senior Citizens Association. This program, the Arts and Creative Skills Area, funded by Amarillo College, has associations with community art groups and shows and receives support from the recently established Senior Citizen Task Force on the Arts. (AEM)

Increased attention to the importance of the arts in general education demands that we carefully define what we mean by "art" when we argue that it should be included in the school curriculum. Education in the arts has traditionally meant education in the making of art, but while only a few students will go on to produce artistically in…

Describes two studies of art instruction offered to secondary school students which integrated art production with critical and historical learning and provided some comparisons with non-integrated approaches. Provides observations of high school art programs that included art history and criticism as part of the integrated art curriculum. (AEM)