The author describes an ongoing National Endowment for the Humanities project that is devoted to building multiple competences by studying Rembrandt and seventeenth century Dutch culture. Its uniqueness consists in its designing of a state-of-the-art Web site that interrelates the humanities, social studies, visual arts, and technology. A major…

Offers a brief history of the academic roots of discipline-based art education (DBAE). Discusses writings in the areas of educational philosophy, educational psychology, the social foundations of education, and educational theories and policy which shape contemporary thinking about DBAE. (JDH)

A unit of study, designed for a general humanities course at the community college level, illustrates the relevance of aesthetics, art history, and art criticism to art education. The unit is predicated on the belief that the visual arts possess potential for contributing to humanistic education. (Author/RM)

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…

Highlights the book "Excellence II," the new version of "Excellence in Art Education: Ideas and Initiatives," by summarizing each of the nine chapters. Identifies the new features and/or discussions; in particular, the additions of two chapters, one on multiculturalism and cultural pluralism and another on modernism and postmodernism. (CMK)

Argues that, far from being a dangerous and destructive break with the past, various factions of postmodernism actually parallel modernist beliefs. Both movements share groups whose creative revisionists approach seeks a constructive accommodation. Similar parallel destructive approaches also exist. (MJP)