NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 14 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Blair, Jeremy Michael – Art Education, 2014
This article will present the autoethnographic animations and processes from three select preservice art educators that enrolled in the Applications of Technology in Art Education course. These students created stop motion animations using small objects, toys, and their bodies; accessing culturally constructed fears, investigating impactful…
Descriptors: Animation, Preservice Teachers, Preservice Teacher Education, Art Activities
Peer reviewed Peer reviewed
Direct linkDirect link
Rufo, David – Art Education, 2012
The arts embody "one of the oldest forms of knowledge and knowing" and "action research provides opportunities to experiment with art as an integral part of the creation and dissemination of knowledge." From his 16 years' experience as an elementary classroom teacher, the author has found that young children are drawn to an arts-based approach of…
Descriptors: Aesthetics, Educational Research, Teaching Methods, Action Research
Peer reviewed Peer reviewed
Direct linkDirect link
Andrews, Barbara Henriksen – Art Education, 2010
After 8 years of teaching more traditional, media-specific classes, the author became frustrated with a few students in each class who were not as enthusiastic about their art projects as she was. She wanted to reach these students and turn their apathy into excitement. She wanted motivated learners. To accomplish this goal, she developed a…
Descriptors: Studio Art, Student Centered Curriculum, High School Students, Teacher Student Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Hesser, James Francis – Art Education, 2009
This article draws attention to the power of shared responsibility in the secondary art classroom. While the conceptual framework the author used is grounded in constructivism, readers may also find intersections with other instructional approaches, especially those that value student-centered learning over academic or quantitative political…
Descriptors: Constructivism (Learning), Art Education, Teaching Methods, High School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Andrews, Barbara Henriksen – Art Education, 2005
The structure and functioning mechanics of a student-driven art course, "Arts and Ideas" [described in the September 2001 issue of "Art Education" in "Art and Ideas: Reaching Nontraditional Art Students" (Andrews, 2001)] were designed to create a classroom environment that would promote greater student input into learning and the choice of art…
Descriptors: Studio Art, Student Centered Curriculum, School Community Relationship, Teacher Role
Peer reviewed Peer reviewed
Direct linkDirect link
Wexler, Alice – Art Education, 2004
In the past decade, the Reggio Emilia preschools and toddler centers have emerged from Italy as a significant international influence in early childhood education and a challenging presence to the notions held about young children in the United States. The Reggio Emilia approach raises questions about the inherent limitations of the…
Descriptors: Reggio Emilia Approach, Early Childhood Education, Art Education, Student Centered Curriculum
Peer reviewed Peer reviewed
Direct linkDirect link
Rolling, James Haywood, Jr. – Art Education, 2006
As a classroom teacher of art, the author questions the definitive ends that often accompany progressive enterprises in education. He questions the pressure he has experienced to reduce curricular possibilities and learning outcomes to the space of a single document. He argues that planning a learning outcome is "not" an architectural…
Descriptors: Art Education, Curriculum Development, Grade 4, Elementary Education
Peer reviewed Peer reviewed
Ulbricht, J. – Art Education, 1998
Highlights the different forms of interdisciplinary teaching methods (integrated, related-arts, and correlated education) in order to provide a historical perspective of interdisciplinary education to art educators. Provides eight guidelines for future interdisciplinary programs in art education. Intends to prepare art educators for the…
Descriptors: Art Education, Community Involvement, Cooperation, Educational History
Peer reviewed Peer reviewed
Kan, Koon-Hwee – Art Education, 2001
Describes the different types of graffiti: (1) private forms of graffiti (doodling and latrinalia); and (2 public forms (gang graffiti, tags, and pieces). Uses teenage psychology to interpret adolescents' involvement in graffiti. Examines graffiti art in relation to its educational implications for secondary art education. (CMK)
Descriptors: Adolescent Development, Adolescents, Art Education, Art Expression
Peer reviewed Peer reviewed
Jefferson, Marion F. – Art Education, 1987
Provides criteria, formulated by the Committee on Lifelong Learning for art education, for programs in the visual arts for adults. Specifically covers instructor qualifications, program goals and standards, program/curriculum content, instructional spaces, class size, and potential art hazards. (AEM)
Descriptors: Adult Education, Aesthetic Education, Art Education, Art History
Peer reviewed Peer reviewed
Hickman, Richard – Art Education, 1994
Asserts that elementary school art experiences are not always positive experiences. Discusses Eisner's model of art criticism which comprised six dimensions of critical judgments. Recommends a synthesis of subject-centered approaches based on four areas of activity: reacting; researching, responding, and reflecting. (CFR)
Descriptors: Aesthetic Values, Art Criticism, Art Education, Art Products
Peer reviewed Peer reviewed
Henley, David R. – Art Education, 1991
Argues that encouraging creative self-expression should remain a vital part of the art curriculum. Provides a case study and explains how the art teacher can intervene to engage affective concerns by using appropriate works of art. Concludes that increased resources or recognition in the field should not be reasons to replace a child-centered…
Descriptors: Affective Behavior, Art Activities, Art Appreciation, Art Education
Peer reviewed Peer reviewed
Simpson, Judith – Art Education, 1996
Maintains that student-centered curriculum embodies the progressive and constructivist principles of active, participatory learning. Advocates emphasizing the importance of context as part of a constructivist approach. Includes instructional examples of connecting contextual information about artworks to constructivist activities. (MJP)
Descriptors: Art Education, Cognitive Development, Cognitive Mapping, Cognitive Structures
Peer reviewed Peer reviewed
Schiller, Marjorie – Art Education, 1995
Maintains that there is increasing interest in the approach to art education in the Reggio Emilia schools in northern Italy. Describes the Emilia approach to early childhood education and characterizes it as child-centered and emergent. Includes a dialogue between a teacher and students using the approach. (CFR)
Descriptors: Art Education, Childrens Art, Classroom Techniques, Cognitive Processes