"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…

There is no doubt that the increasing politicisation of education in an economically rationalist climate is contributing to less equity, access, participation and, therefore, social justice for many Australian primary children. This article initially explores how the development of the impending national Australian curriculum replete with a high…

Describes a computer system in which art reproductions are described and entered into a database containing 27 categories of information. Named the Visual Art Index System (VIAS), its underlying structure is influenced by contemporary models of aesthetics and art criticism. Maintains that the database and laserdisk can effect teaching methodology,…

This issue of "InSEA News" features diverse articles from authors/art educators from Brazil, Australia, the United States, Guatemala, and Scotland that discuss water projects, childhood reminiscences, comparative curricula, local artists, and community efforts to involve students in exploring a city's history. Articles in the journal…

Murals created by Diego Rivera, Jose Clemente Orozco, and David Alfaro Siqueiros embody a time of change in Mexico. The murals they created were intended to educate an illiterate population. Today these murals embody national pride. The goal of this curriculum project is rooted in learning about the history, culture, and art of Mexico. The project…

Discusses the genesis of the Rembrandt Teaching Project, a discipline-based arts curriculum focusing on art history, art production, art criticism, and aesthetics. Developed for a group of New York City middle school students, the goal of the curriculum focuses on critical thinking skills. (DAJ)

Recommends using an activity-based approach to art history similar to that of the "new social studies" movement of the 1960s. Provides suggestions for activities related to art criticism, style, and inductive learning. Concludes that student activities can help integrate art history and studio art in art education programs. (CFR)

Proposes a definition of art criticism and claims that art criticism can never be a neutral activity. Examines reasons and provides examples of value orientations. Suggests a method for criticizing art in an educational context. (CFR)

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 article highlights the current dialogue about educational technology and ways of knowing in visual art education. The authors outline and evaluate the development and testing phases of a hypertextual online visual art course offered at the then Emily Carr Institute of Art and Design (http://www.eciad.ca/www/) in the summer of 2001. Through…

Contends Discipline Based Art Education (DBAE) has had major impact on art education field. Argues that the art curriculum in higher education is still bound by a studio emphasis, which does not prepare art education majors adequately for precollege art instruction. Concludes that both art and art education majors, as well as their instructors,…

Proposes that teachers use make-believe and fantasy to motivate and assist students in addressing the art object. Provides suggestions for using both familiar and fantasy roles to develop skills and insights related to art criticism. (CFR)

Asserts that aesthetic questions and aesthetic understanding provide the framework for learning in art. Contrasts formalism (the belief that art exists for its own sake) with contextualism (the belief that art is part of a social communication system). Maintains that a balanced art program should incorporate both approaches. (MJP)

Contends that the role of the arts in human education and development is essential. Describes an elementary curriculum project that integrates economics and art education to study visual images of U.S. business. Includes three descriptive figures, a table of subthemes and visual art images, and a sample lesson plan. (CFR)

Presents a sequential curriculum in design education focusing on product design embodying conceptual statements to guide instruction. Discusses conceptual statements for primary, intermediate, and middle school levels. Concludes that the study of design must be an integral part of the art curriculum. (CFR)