Data from observations, focus interviews, symbolic representation interviews, and student art provide an aesthetic framework for studying young girls' interactions with computers and examining what may be unique about those experiences. Their experiences provide insight into girls' ways of knowing and engagement with technology. The paper…

Describes good teaching as a work of art, elaborating on what makes the qualitative difference. The article discusses curriculum as the medium of teachers, teaching as an art, the form of aesthetic experience, artistic ways of knowing, processes of artistic expression, and the practical and eclectic arts in forming curriculum. (SM)

Many current school designs ensure the continuation of pedagogical practices aimed at molding American students into a standardized product. The article suggests education must be a fundamentally aesthetic enterprise where each student is challenged to see life as an ongoing project that is comparable to creating a work of art. (SM)

Defines literacy to include literacies and examines literacies through the arts with a view of cognition and learning that explicates the differing forms of representation in aesthetic education. An expanded view of literacy learning is presented under the umbrella of problem solving. The article discusses classroom practice. (SM)

Education needs to move away from the existing product approach to the arts in classrooms. The article highlights some benefits of adopting a more unified approach to the arts and demonstrates how various theories of art might provide useful metaphors for teachers as they continue to explore educational questions. (SM)

Proposes a cultural model with alternative narratives for education that considers student and teacher diversity. The article highlights black culture, discussing why it is in the best interest of the global community to recreate the current mainstream narratives, thus helping teachers reclaim their own landscapes by employing alternative…

Identifies key elements of Waldorf education (holistic and aesthetic), describes the experience of a Waldorf-inspired public school, discusses what mainstream educators can learn from Waldorf schooling, and presents a personal statement about the importance of such learning for educators, parents, and students in an increasingly high-tech world.…

Basic policy questions are offered to help guide efforts to formulate policy for art education in the schools. A view of art education that is responsive to these questions and examples of policy recommendations that have not addressed basic policy considerations are discussed. The central purpose and place of the arts in education is reiterated.…

The Ohio State University artist-in-the-schools program was developed to introduce ideas about dance as an art form. Dance experiences allow the child to view the aesthetic dimension of movement and heighten kinesthetic awareness and bodily intelligence. (DF)

An Ohio State University project developed an alternative approach to staff development that encompassed areas of general education, aesthetic education, and curriculum theory through experiences in the performing arts. (DF)

Describes how narrative fiction can help prepare school leaders by involving imagination and aesthetic experience. The article examines the research-narrative link, the teaching-learning process, and the use of novels to explore administrative and social issues such as race, class, gender, language, experience, symbolic order, professions, and…

The role of the arts in general education as a possible remedy to the current problems in the public schools is explored. (DF)

Curriculum activities in arts education during the last two decades and their significance for curriculum development in the arts are explored in this article. (DF)

Exmaines what teaching is about by moving the concept of the virtual from scholarship to teaching. After maintaining that teaching is an art as well as a science, the article examines how teaching is a virtual reality and notes how it amplifies, dramatizes and criticizes that world. (SM)

Children's literature is surveyed, beginning with Victorian authors and concentrating on twentieth century children's books written in the United States. The argument is made that the "problem novel," now so popular in the United States, does not extend the reader's experience, and that it is driving out finer kinds of children's books. (PP)