"Teaching Visual Culture" provides the theoretical and practical basis for developing a curriculum that lays the groundwork for art education at all levels (K-12 and higher education) and across school subjects. Drawing on material, social, cognitive, aesthetic, and curricular theories, Freedman offers a framework for teaching the visual…

In 2011, Donna DiBartolomeo and Zachary Clark enrolled in the Arts in Education Program at Harvard Graduate School of Education. Harvard Graduate School of Education is home to Project Zero, an educational research group comprising multiple, independently funded projects examining creativity, ethics, understanding, and other aspects of learning…

This anthology places art at the center of meaningful urban education reform. Providing a fresh perspective on urban education, the contributors describe a positive, asset-based community development model designed to tap into the teaching/learning potential already available in urban cities. Rather than focusing on a lack of resources, this…

This volume offers strategies for getting K-12 students to examine and discuss the works of art they and others make. Using the traditional college-level critique as a preliminary model, approaches for engaging younger learners in critical discussions are presented. A sampler of critiques offers a range of practical ideas and activities for…

This reference guide contains a descriptive critique of each of more than 900 images of paintings and drawings presented in "The Shorewood Collection." This guide is intended to be used as a reference tool in conjunction with Shorewood's art educational programs, which range from grade levels K through 12. Master works from major epochs in the…

The first step in learning to appreciate art is learning to classify a work according to its primary purpose. The artist creates art for one of three reasons: to recreate the physical world (Imitationalism); to express an idea or feeling (Emotionalism); or to create an interesting design (Formalism). A classified work may then be critiqued by: (1)…

Contributors to this anthology analyze the contemporary academic methods for critiquing art and suggest new ways that might further the understandings of art created by diverse individuals and groups. Essays are organized into three sections. Part 1, "Changes and Extensions in Critical Approaches" includes essays: (1) "Beyond Universalism in Art…

This guide addresses community-based art learning experiences in both theory and practice. After making a convincing case for community-based art curricula, a wide range of instructional strategies are outlined. Suggested lessons represent visual odysseys beyond the classroom. These focus on the school yard, the city block, a five minute walk, a…

This book presents the ideas and premises that define the reformation called discipline-based art education, or DBAE. The volume identifies the contexts of art education that influenced this reformation and attempts to offer compelling reasons why art should function as a "basic" in the core discipline in education. The chapters in the…

Discipline-based art education (DBAE) is a movement to incorporate aesthetics, studio production, art history, and art criticism into a curriculum of instruction in the arts. The 10 essays in this book focus on the role of philosophical aesthetics in the discipline of art education. Divided into two parts, part 1 of the book is an attempt to show…

This introductory volume of the five-part series, "Disciplines in Art Education: Contexts of Understanding," provides a philosophical rationale for the idea of discipline-based art education. The idea models humanistic fundamentals by answering the basic human needs to communicate and share experiences with others (art making), find a place in…

This book emphasizes the teacher's active role in fostering a developmental understanding of painting in children from ages 1+ to 11. The cognitive processes behind children's painting are explored. The book suggests meaningful tasks for each phase of imagery and offers methods for encouraging children to discuss the concepts involved in their…

The concept upon which this book is based is known by a variety of acronyms or terms such as Comprehensive Art Education (CAE), Discipline-Based Art Education (DBAE), or integrated curriculum. These similar educational approaches maintain art as central to the curriculum, a bridge that unites content areas in logical and meaningful ways. DBAE,…

This study attempts to gain information concerning the receptive, as opposed to the creative, aesthetic experience by talking to museum professionals who spend their working lives identifying, appraising, and explicating works of art. The study is based on an underlying assumption that rules and practices for looking at art exist and must be…

This resource gathers together explorations of women's art from Asia, Latin America, Eastern Europe, and the United States as a stimulus for interdisciplinary discussion and investigation. Part 1, "Art, Ecology, and Spirituality", focuses on traditional artists from Borneo, India, and Mexico, whose symbolic images are linked to goddesses…