The author's focus in this essay is to advocate for the arts by bearing witness to their power during times of great trouble. If art can help children exist under conditions of irrational hatred, racism, terror, and mass murder--under conditions so dire that life's fundamental necessities of food, shelter, and family love are withheld and…

In this article, the author explores teacher education performance art and examines what it means to "be fully aware through the body" rather than housed "in" a body. Developing this embodied awareness is important in teacher education because it expands the connections with others whom they teach, increases the sociocultural understandings that…

This study of Egyptian aesthetics interprets the historical and political context of artistic discourse in the early twentieth century. In a period marked by intense struggle between landlords and rural laborers during the Depression and World War II, the author compares the rise of the Egyptian Surrealists, from the late 1930s, and the…

Teachers are a central factor in student learning in the classroom, but what impact does a teacher have on students' educational experiences in out-ofschool settings, such as the museum? As schools become increasingly open to community resources and partnerships, the teacher's realm of influence reaches beyond the classroom to community and…

Museum education. Aesthetic education. How are they similar? How do they differ? How do they relate to each other? What are their goals? As museum educators working with classroom and art teachers, they are often asked these questions, and they ask them themselves. "What do they DO?" is probably the most frequently asked question of all,…

Attempts to glean a few commonalities in reactions towards the concept of aesthetic education among the various groups interested in it. Comments briefly on particular reactions of arts educators, classroom teachers not trained in the arts, artists and other members of the arts establishment, aestheticians, interested laymen, and representatives…

One of the most significant characteristics which appears to have continually pervaded educational thought and practice is that of the "either/or," the "pendulum of education." The author discusses its impact upon art education by examining the issue of art history vs art making. (Author/RK)

The import of these brief notes is that the systematic planning of art education should involve experts who range from philosophers to technical advisers. The teacher's primary expertise stems from the studio or workshop. A diagram shows this link between direct experience and scholarship. (Author/RK)

Article is organized around five questions: what is art criticism, its relationship to education, its connection with art education, and can criticism be taught, and what does a teacher need in order to function as a model of criticism? (Author/RK)

Investigates concepts internal to instructional objectives as being helpful or harmful to aesthetic education. Considers the advantages and disadvantages of four concepts. (Author/RK)

The author traces the theories of Margaret Naumberg, as an art educator and an art therapist, in relation to the psychiatric theories and social forces of her day. The first part of this article appeared in the July, 1979, issue of this journal, on pp51-66. (SJL)

In the current educational climate prevailing in a number of countries, increased emphasis is being placed on the concept of "the artist in schools." Funding is being channeled to support a range of initiatives and schemes that are designed to bring arts professionals from all the art forms into the classroom where they place their artistic…

In April 2000 Ralph A. Smith was recognized by the National Art Education Association (NAEA) as the National Art Educator of the Year. At a general session of the NAEA national convention, he received a standing ovation that lasted several minutes. He appeared surprised at first, then elated, by the resounding sense of appreciation the…

The author considers the effect of the report of the Australia Council Schools Commission Study of Education and the Arts. Art teachers put into words the premises upon which they base their activites. This process has stimulated such teachers to take an active and intelligent interest in their own field. (Author/RK)

This is a brief look at the "value context" in which art programs operate. The author considers language encountered in discussions and policy statements, ideas about the relation of the individual and society, attitudes toward traditional and folk cultures, and toward cultural pluralism. (Author/RK)