Since the 1950s, educational literature has explored the potential of translating art criticism into classroom practices. This eventually led to the emergence of educational criticism as a distinctive form of inquiry in the 1970s. However, despite its potential for exploring educational experiences and evaluating educational programs, educational…

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,…

Explores the sources of art criticism and reviews some extant pedagogical models. Outlines the content skills to be developed and the role of art criticism in a discipline-based teacher training curriculum. Recommends that art criticism should incorporate pedagogy and other disciplines of art. (KM)

This ERIC digest explores aspects of post-modernism in art and art education. The adoption of post-modern attitudes by art educators must result in the generation of different, but no less difficult questions about the nature of formal education. Support for this argument comes from recent art education publications supplemented by relevant, but…

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)

Proceedings from a seminar devoted to a discussion of issues related to discipline-based art education (DBAE), this document features three scholars addressing a given topic from the perspective of their particular discipline and experience in the field. Six topics were explored: (1) "New Voices on the Integration of Art Disciplines";…

For the 1990s and beyond, backgrounds, experiences, needs of all people, along with the appropriate context will provide significant bases for transforming the curriculum. This paper contends that the paradigm for art in the elementary schools must include the interplay of this context with a commitment to "re-viewing" the foundations…

Presents a comparative review of art criticism strategies offered within the art education literature. Maintains that most strategies are characterized by three different structures: (1) sequential steps; (2) nonsequential groups of questions; and (3) lists of questions. Provides suggestions for further research. (CFR)

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)

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)

Shows how discipline-based art education developed, and relates it to Thomas S. Kuhn's theory of paradigm shifts. Critiques Gilbert Clark, Michael Day, and W. Dwaine Greer's theory of disciplined-based art education and highlights mistaken notions in the inquiry methods of curriculum specialists. Concludes that art educators should focus on how…

Outlines an issue-centered approach to teaching aesthetics, where students identify and analyze possible solutions before learning an aesthetician's viewpoint. Suggests that teachers acquire basic aesthetic knowledge but also be willing to accept planned uncertainty as an educational principle. Presents a fictional art forgery scenario to…

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)

Explores the evolution of postmodernism and the many differences between modernism and postmodernism. Describes two strategies (authentic instruction and discipline-based instruction) for structuring a postmodern curriculum. Highlights an activity that helped fifth-grade students learn about postmodern art and real-world issues by studying the…

Asserts that visual arts education contributes to a more profound understanding and appreciation of civilization. Maintains that art criticism offers teachers an opportunity to interact with students about their personal reactions to art and to involve them in critical thinking. (CFR)