This paper discusses in depth how to integrate the local wisdom and quality education concepts of Nanjing Velvet Flower into the development and implementation of the aesthetic education curriculum from the perspective of intangible cultural heritage protection. Analyzing the historical development, production process, and cultural value of…

At the beginning of the twentieth century, the term "soul" was virtually deleted from curriculum theory and replaced with the categories of "self" and "mind" from the learning sciences. This dissertation is a hermeneutic study undertaken to explore inviting the term back as a structuring concept in curriculum theory…

This review essay begins with the premise that we are all writers. However, for a number of reasons, many teachers struggle to identify as writers and teachers of writing. In the current environment, the need for schools to adopt pedagogical practices facilitating the development of disciplinary literacies means that teachers cannot avoid the task…

This article presents a selected view of a research project developed in Brazil. The focus of the project was to investigate the modus operandi of 18 NGOs (Non-Governmental Organizations) and their relationship to the development of educational curricula and practices in music. Further, it provides an analysis of NGOs as an opportunity to learn…

Music technology is a term commonly used to refer to electronic form of the musical arts, particularly devices and computer software that enable the facilitation, playback, recording, composition, storage, and performance of various musical compositions. There has been a growing awareness of the importance of aesthetics in early childhood…

In this article, the author discusses how science can be integrated into the "creative curriculum". Creative approaches to curriculum design, cross-curricular studies and an increased focus on the creative arts are routes to promoting and teaching creativity. But when learning in science is based on a genuine enquiry-based approach with children…

Gunther Kress's call for a curriculum based on textual creation in a global era of instability is particularly appropriate to the present historical moment. Here I argue the need for a notion of creativity as the basis for a national curriculum in English. The kind of creativity envisaged issues out of a systems theory approach which sees…

Divided into five parts, this anthology analyzes various aspects of the theory and practice of aesthetics and aesthetic education. Each part contains an introduction and articles by various authors. Part 1, "Aesthetics as a Field of Study," outlines aesthetic questions, case problems, types of aesthetic theory, and recent aesthetics in…

Discusses what English is for in the era of globalization. Explains new tasks for English; English in the era of information and communication; and aesthetics, ethics, and texts as the purposes of English. Concludes that a rich version of English is the subject which still mediates understandings of taste, in its multiple and various textual…

Poland is the backdrop for this discussion of the contemporary theoretical concepts of aesthetic education. Art is seen as the essential element of communicating cultural values, and creating a region of common feelings and experiences. (Author/RK)

In revising their kindergarten curriculum, Japanese educators have adapted Western ideas of creativity and expression. Explains that this is especially visible in the goal of "expression" in the current kindergarten curriculum. Provides details on the new curriculum's aims, specifically in relation to the use of Japanese paper and…

Outlines the discipline-based art education curriculum developed by the Getty Institute for Educators on the Visual Arts in the Los Angeles County elementary schools. (Author/MD)

The landmark 1977 report of the Arts, Education and Americans Panel entitled "Coming to Our Senses," contained recommendations for the future of arts education in the United States. The volume described here, written by a researcher involved in the first study, attempts to show the state of arts education as it was in 1977 and as it is today. The…

Discusses the three counterforces that work against teaching art in the schools: (1)students' naive concepts; (2) schooling's neglect of intelligent behavior; and (3) counterproductive disciplinary procedures. Presents the concept of "invisible art" used to teach an experimental course in art appreciation. Includes extensive references. (MD)

Discusses the theoretical structure of Discipline Based Art Education (DBAE). Elaborates on the role of imagery for learning in all areas that involve perception, especially art history, art criticism, and aesthetic perception. (AEM)