School reform initiatives designed to improve school quality require strong leadership, strategic planning, data analysis, and systemized performance accountability. Utilizing school reforms includes rethinking curriculum and instruction to improve quality and promote equality, restructuring school operations with a focus on both the students and…

In this graphic representation, two characters/caricatures discuss, contemplate, and fantasize the history of the field of art education, its current state, and future manifestations. The conversation is illustrated around the possible reconceptualization of art education. Through text and visual metaphors, the philosophical beliefs, theoretical…

Uses Stanley Pogrow's (1996) ideas on reforms and why they often fail as a frame against which a number of controversies associated with Discipline-Based Art Education (DBAE) are examined. Describes some myths used to characterize DBAE's philosophical, cultural, and curricular orientations; contrasts them with dimensions of reality identified by…

Advocates for a greater role for the arts in the core curriculum. Suggests that, rather than creating a curriculum that brings students to know about the arts, colleges and universities should offer an integrative approach through intelligences that can bring students to know through the arts. Contains 15 references. (CAK)

This book presents the ideas and premises that define the reformation called discipline-based art education, or DBAE. The volume identifies the contexts of art education that influenced this reformation and attempts to offer compelling reasons why art should function as a "basic" in the core discipline in education. The chapters in the…

Explores implementation and the change process in relation to "The Quiet Evolution: Changing the Face of Arts Education," which assesses the six regional institutes that receive multiyear funding from the Getty Education Institute for the Arts. Stresses that the report illustrates the importance of designing and documenting implementation…

Explores Brent Wilson's report "The Quiet Evolution: Changing the Face of Arts Education," focusing on Wilson's reformulation of discipline-based art education and the methodology of the evaluation. Examines the findings and refers to "The Quiet Evolution Executive Summary." (CMK)

Examines the eroded relationship between leaders in the professional arts education community and in the arts bureaucracy. Traces the history of the arts education jurisdictional conflict. Discusses the artist residency concept and discipline-based art education. Provides suggestions for the construction of a more civil arts education support…

Observes that Discipline-Based Art Education (DBAE) is undergoing significant changes, including: expanded and inclusive curriculum content; art instruction integrated with other subject areas; teacher-originated curricula; and variable approaches to assessment. Suggests that changes are a response to criticisms of DBAE, and to general-education…

This publication is written for school board members, who face decisions that will restructure how children learn. A comprehensive art education program can enhance the quality of children's education and help achieve excellence in a school system. This document: (1) presents the philosophy underlying comprehensive visual arts education programs;…

How can lasting change be made in the way art is taught in U.S. schools? This was the challenge facing six regional professional development consortia sponsored by the Getty Education Institute for the Arts (Los Angeles, California). This publication documents the change effort, which is unique because it has affected thousands of students and…

Maintains that the way arts education assessment, outcomes, and standards are specified has the potential to shape arts education both positively and negatively. Argues that current approaches are fragmented, decontextualized, and inefficient. Recommends a holistic approach combining discipline-based art education with a more intellectually…

Argues that if discipline-based music education is to be successful, change initiatives must take place at all levels of instruction. Discusses the collaborative efforts necessary to accomplish this. These include coordinated efforts among state departments of education, higher education and K-12, performing arts centers, teacher and professional…

Discusses three types of distance in art education that should be bridged: (1) between studio art and art criticism/history; (2) between thinking in images and thinking in words; and (3) between art and culture in cognition. Recommends a curriculum to integrate studio work with criticism and teach art along with culture. (CFR)

Examines the development and evolution of discipline-based art education (DBAE) from its inception in the early 1980s to its current practice. Maintains that the movement's success comes from the support and acceptance of educators in the field. Discusses the recent integration of DBAE and multicultural education. (MJP)