Data are storied, often with rich histories and powerful stories to tell, yet often presented in a format that belies these stories. The arts can help put the body back into seemingly disembodied data. Arts-based approaches can help students embrace the storied nature of data and leverage the power of stories to affect change. Rahul Bhargava et…

What is the relationship between student teachers' studio art practice and pedagogy during the student teaching experience? What are the benefits of reflecting on connections between art teaching and artmaking after the student teaching experience? In developing one's art practice, art educators build conceptual frameworks for curriculum with…

Art museums and other institutions of informal learning can promote multicultural understanding by collaborating with community ethnic groups and designing exhibitions that richly characterize the cultures they represent. Through the lens of educational programming for the exhibition "30 Americans," this article describes how both the Corcoran…

To give some idea of specific projects that have been implemented within the UNESCO arts education program in recent years, 12 sectors of the program are described. (Author/RK)

Art educators have recognized the need for environment design awareness as a prerequisite to an improved environment. In considering the interrelated system of people and the places in which they live, this research attempted to identify the factors and concepts that are necessary for understanding human transaction with residential space. A…

Presented an address made to the National Art Education Association on educational developments, particularly teacher competencies. (RK)

Charges that recent innovative curricular reforms in the academic areas have not been reflected by similar advances in the structure of art education. (DS)

A theory of art education is suggested which is likened to the facets of Rubik's cube. The parts of this theory include understanding the value of art in education, giving visual form to ideas, responding to visual information, planning and teaching, and evaluating art learning. (IS)

Commenting on Stanley S. Madeja's article in the October, 1980, issue of this journal, the author argues that the lack of substance and curriculum organization in public school art programs is largely a reflection of the lack of substance in most university- and college-level studio art programs. (Author/SJL)

Issues and questions as discussion possibilities were listed. Some topics considered were the curriculum, the teacher, special education children, and the community school relationship. Finally, recommendations for art programs and special education students were made. (RK)

In perceiving a correlated arts program as the foundation for an art centered curriculum the author demonstrated a few examples of an interrelated arts approach. (Author/RK)

Considered the curriculum with which art education engaged children throughout the history of art. (RK)