Compares Getty Center for Education in the Arts-affiliated and non-Getty-affiliated museums to examine if and how Discipline-Based Art Education has influenced contemporary art museum education practices. Finds that relationships between art education and museum education are more explicitly developed among Getty-affiliated art museums than…

Discusses and rejects documented criticisms of Discipline-Based Art Education (DBAE) as prescriptive, limiting, and alienating. Concludes that DBAE, while subject to adaptation in response to considered criticism, nevertheless preserves its strong subject orientation and its goal to contribute to students' appreciation of the arts in cultures and…

Addresses three questions to characterize the discipline of art criticism and delineate its role in instruction: (1) What is a discipline? (2) In what sense is art criticism a discipline? and (3) How, specifically, is art criticism to inform educational practice? Links this discussion to assumptions in Discipline-Based Art Education. (DSK)

Examines three major questions about the evolution of Discipline-Based Art Education (DBAE) from 1988 to 1996: What factors affected the reformulation of DBAE in the Getty Regional Institute Grant program? What has DBAE become in Regional Institutes? and, What do findings reveal about the education process and the program evaluators? (DSK)

Examines the controversy that followed the introduction and promotion of Discipline-Based Art Education and attempts to negotiate an acceptable practice. Addresses differences in the context and presentation of the discipline-based paradigm, professional concerns, and the involvement of the Getty Center. (DSK)

Explores how elementary children reflect upon a wide variety of visual humor, and what beliefs and assumptions arise in their responses. Finds that children found amusement in popular art, but not in fine art; have shared assumptions and understandings about humor by grade two; and that visual humor can expand children's concepts of art. (DSK)

Offers an explanation of the concept of Discipline-Based Art Education (DBAE) as developed at the Southeast Center for Education in the Arts. Using the DBAE model, develops expanded definitions of the four DBAE discipline perspectives and six organizing principles under which the arts may be taught and studied. (DSK)

Details the setting and context of a college-level fine arts program at Aurora College in the Canadian Arctic that drew adult students from several indigenous cultures. Offers an account of how Discipline-Based Art Education shaped the design of the program, and how it worked in the teaching and learning process. (DSK)

Considers ways that Discipline-Based Art Education (DBAE) has influenced art education, by examining the diffusion of its philosophy and language into the discourse of several national professional meetings. Analyzes several national policy documents and compares selected passages with earlier discipline-based theory. Concludes that DBAE has had a…

Summarizes findings from a quantitative and qualitative longitudinal study examining the twelve-year evolution of a district-wide Discipline-Based Art Education (DBAE) program. Chronicles changes during the period, identifying factors that influenced particular developments and relating them to aspects of DBAE theory. Concludes that program…

Uses Stanley Pogrow's (1996) ideas on reforms and why they often fail as a frame against which a number of controversies associated with Discipline-Based Art Education (DBAE) are examined. Describes some myths used to characterize DBAE's philosophical, cultural, and curricular orientations; contrasts them with dimensions of reality identified by…

Describes the development of an evolving art content framework for the Nebraska Prairie Visions Institute in Discipline-Based Art Education (DBAE) for in-service teachers. Provides examples of some of the learning experiences and suggests how the outcomes might be significant for other in-service programs in DBAE. (DSK)

Reviews participant handbooks from the Getty Institute for Educators on the Visual Arts' Discipline-Based Art Education teacher-training program. Observes that there was not any training in metacognitive strategies for self-monitoring growth in knowledge. Suggests that incorporating these strategies would teach teachers how to continue their…

Reminisces about challenges and events associated with setting up the Getty Institute for Educators on the Visual Arts, the purpose of which was to evaluate strategies for making visual arts an academic and required school subject. Discusses the genesis of the Institute, programs offered, and outcomes, including Discipline-Based Art Education.…

Examines the effectiveness of Discipline-Based Art Education staff development and a graduate course provided by the Alaska Center for Excellence in Art Education. Features progress reports from nine organizations that hosted development sessions and 90 educators who completed the course. Discusses precedents for the study, relevant research,…