This study evaluates the effectiveness of an intervention programme administered to blind and sighted school students. The students were given information concerning style, author and technique of three paintings from three different artistic periods, as well as guidelines to assess the overall aesthetics of each image. This programme was…

The discourse of aesthetics appears repeatedly throughout literature in art education and is employed frequently through K-12 classroom practice. This article discusses the use and uselessness of the discourse of aesthetics in art education. Discourse, as used in this article, refers to the specific term "aesthetics," and all the individual and…

The appreciation of art and literature is a cognitive ability in which knowledge and understanding have a central place. This understanding has implications for educators who teach art appreciation. (AM)

Discusses how reproductions of original art works can be used in art education. Included are learning activities designed to help K-12 students develop an appreciation for original works of art and reproductions. (AM)

The artist experiences the world and extracts from it elements that have worth. The study of art is a training in perception. Children should be introduced to works of quality and should be encouraged in their own artistic activity because art educates their responsiveness to values. (CS)

Describes a museum exhibit of Japanese art designed to enhance tactual awareness. Blind and sighted visitors cooperated in sharing their hands-on perceptions of objects. Display pieces, chosen for functionality and design interest, included ceramics, textiles, folk art, lacquer work, musical instruments, and household objects. (AM)

Discusses the potential for cooperation between schools and art museums and examines the use of visual materials in the classroom. Surveys show that teachers normally use nonprint visual materials only to make their classrooms attractive or to illustrate information. Museum experiences can enrich student visual imagery and appreciation of art. (AM)

In this article I examine Dewey's ambivalent attitude toward art museums criticizing their existence as repositories for the rich, while exploring their educational potential by analyzing Dewey's comments on museums in various texts, by relating his ideas to museum education theories and practice of the time, and by exploring his involvement with…

This booklet, written for parents and other citizens concerned about education, discusses some of the reasons why the arts are--and should be--a part of every student's basic education. Seven reasons are listed and discussed: arts as communication; arts and creativity; arts and understanding human civilization; arts and learning other subjects;…

Argues that social science areas of anthropology and sociology should be incorporated into theory of discipline-based art education (DBAE). Questions recent art-related theory that focuses only on DBAE. Urges sociology of art along with traditional disciplines of DBAE to become more diverse in order to enjoy art to its fullest. (BR)

This article examines the purposes of art education. It contends that the spontaneity, novelty, and self-expression characteristic of the child-art period leaves most people with little or no understanding of art. Concludes that the new "art appreciation" approach must be examined to ensure that it meets its goals. (Author/BSR)

The arts do not feature prominently in education systems of such countries as Australia. Yet evidence from a range of sources indicates central importance of the arts to human life. Children exhibit, through play, the essential qualities of the arts, and the arts provide us all (children included) with a means of individual expression and forms of…

There is a natural progression from making single objects to creating sculpture. By modeling the forms of objects like funnels and light bulbs, students become aware of the quality of curves and the edges of angles. Sculptural form in architecture can be understood as consistency in the forms. (CS)

As an aid to social studies classroom teachers as they seek to introduce their students to Middle Eastern art, this article presents an overview of abstract and decorative art in the Middle East today. Information is presented on Middle Eastern art's historical origins, comparison of Middle Eastern art developments with art development in the…

As an art historian and reviewer, the author honors formal artistic categories, styles, and movements; as a parent and educator, she tries to expand the concept of art, to blur the distinctions between fine and applied art. Every child has a developing sense of aesthetics. Older children are particularly interested in artists' work outside school…