Discusses the problems encountered by entry-level teachers as they lose contact with the university and its support systems. Examines entry-level teacher preparation, advocating extensive supervised microteaching prior to the extended student-teaching semester. Proposes that master teachers serve as models, supervisors, and advisors to beginning…

Argues that art educators must assume cultural leadership responsibility in two areas: (1) teaching the artist to understand and work with the art lover and (2) influencing the will (tastes) of the art lover. Examines how art educators might go about fulfilling their responsibilities to each group. (GEA)

States that a multicultural approach to education can fulfill children's need for cultural self-esteem, personal vision of a democratic society, and cultural understanding as a condition for world peace. Defines multicultural art education as participation in the artistic activity of another culture for the purpose of understanding that culture on…

Examines the dichotomy between the affective and cognitive domains and the lack of support for art education in the school curriculum. Argues that, until school administrators view art as a mind building subject, it will retain marginal importance in the curriculum. Concludes that discipline-based art education will best meet the challenge. (GG)

Describes the New York City Board of Education's Arts Partners program which brings artists into the schools to provide learning experiences to students. Points out ways in which the artists are provided the opportunity to improve their instructional skills. Concludes that everybody benefits from the effort. Provides Board's address for requesting…

Outlines 26 ideal instructional competencies in four disciplines of learning art: art production, aesthetics, art criticism and art history. Reviews the positions of the United States Office of Education, the National Endowment for the Arts, the Association for Supervision and Curriculum Development, and the National Education Association on…

Advocates that art should be taught by the certified art educator. Suggests art programs should be based on a substantive content foundation, sequence, and integrated with four components: art production, aesthetics, art criticism, and art history. Questions the worth of enrichment, exposure, or entertainment without substantive content…

Discusses the future of art education in relation to changing demographics, technologies, values, and art forms. Reiterates two basic theories of art education: a separate subject with a defined place in the curriculum or a decentralized approach in which teacher involvement in the planning process has priority. (GG)

States that the critical work for art educators will continue to be curriculum development and implementation. Claims that an emergent issue for art education is a community-relevant, developmentally appropriate curriculum. Discusses issues facing curriculum developers and outlines criteria for the art education curriculum. (GG)

Reviews the use of microcomputers in the art studio and classrooms. Argues that there is a lack of effective software for art education, but that computers are useful for enhancing standard visual grammar. Suggests that the most legitimate educational use of computers is employing them to discover new ideas in better ways. (GG)

Argues that art skills can be taught, but the way that individual artists use those skills cannot be taught. Discusses how teachers in the arts require different preparation from that provided today and that new approaches are needed to teach art lovers and aspiring professionals. (KM)

Discusses the National Endowment for the Arts' recommendations for Basic Arts Education in "Toward Civilization." Considers how basic arts education is different from Discipline-based Art Education and the resulting implications for art teachers. Suggests that academics be funded to research program implementation and that an applied…

Discusses the demand for K-12 art teachers, the college admission criteria for art teacher education, and whether the best students are those who graduate and enter the field as teachers. Describes the qualities that characterize the best students, stating that talent and love of subject are important teaching success indicators. (GEA)

Addresses the reasons arts education has not become a fully accepted part of the school curriculum. States that one cause is the failure to develop a sequential arts curricula. Discusses potential curriculum content, scheduling, assessment, and grading. (LS)

Examines issues of integrating and funding arts education in public school elementary core curricula. Recommends that art become part of daily, and nonexpendable, school experiences. Suggests that art teachers should be consultants for designing curricula, training, and assisting classroom teachers. Urges higher education should better prepare…