Explains how the study of art history encourages the development of critical thinking in adolescents by comparing Bloom's Taxonomy of Educational Objectives with Feldman's stages of art criticism. Offers curriculum-based recommendations for using art history and criticism to encourage critical thinking. (LS)

Argues that the arts provide a powerful means with which to promote future-oriented learning because they involve nonverbal, symbolic ways of knowing, thinking and communicating. Suggests that the arts in the emergent curriculum promote central education skills of discovery, pursuit, self-awareness, personal communication, social interaction,…

This curriculum guide for grades K-12 is designed to help art teachers, classroom teachers, art consultants, and administrators develop and maintain art programs. The guide has four main parts, the first part containing an introduction and forward. Part two includes the rationale, the focus, and the components of an art education curriculum. Also…