This article is a philosophical argument that seeks to contribute to the field of art education by contributing toward and justifying a different aesthetic philosophy to support the use of visual culture in art education. Using the theoretical changes in art history and cultural theory as a backdrop, an aesthetic theory is constructed and labeled…

Mentor teachers want their student teachers to be prepared with quality instruction so that students can achieve their maximum potential. The knowledge and experience that the student teachers gain with the mentor teachers in their classrooms is invaluable. As supervisors of student teachers, mentor teachers follow an evaluation form which has…

The National Endowment for the Humanities funded the Rembrandt Project for the purpose of developing an online teaching resource that can provide a means for accessing Rembrandt's art and his world. The Web site for the project includes numerous links that direct teachers to American museums that hold paintings, etchings, or drawings by Rembrandt…

Through the presentation of three historical accounts, this article explores the roles imagination and speculation may play within the writing and study of history. By looking at these three incidents, each drawn from the history and historiography of art education over the past 150 years, through a perspective that embraces the value of utilizing…

Anna Mary Robertson Moses, popularly known as Grandma Moses, may be the most famous American folk artist. A fortuitous combination of original vision, innate talent, spunky character, and long life, Moses is known for her landscapes that depict nostalgic views of country life. In this article, the author describes an art activity she introduced to…

Compares Getty Center for Education in the Arts-affiliated and non-Getty-affiliated museums to examine if and how Discipline-Based Art Education has influenced contemporary art museum education practices. Finds that relationships between art education and museum education are more explicitly developed among Getty-affiliated art museums than…

External assessments are pervasive in education, particularly with the testing environment created by the "No Child Left Behind" reform initiative. To solidify its position as a core subject within education, art needs to be accountable to its standards at both national and state levels. Art can be assessed for accountability purposes…

This paper focuses on some of the issues from a study that questioned the validity of the proposal advanced by the influential North American curriculum movement referred to as "Discipline-Based Art Education" (DBAE); that the methods and understanding of artists, art critics, aestheticians, and art historians can be represented in a…

Since Discipline-Based Art Education (DBAE) began to advocate the teaching of art based on art subjects and knowledge rather than creative self-expression, the elements and principles of design have taken a firm place in various art curricula, textbooks, and national and state Visual Arts Standards. This article intends to trace the history of…

Discusses and rejects documented criticisms of Discipline-Based Art Education (DBAE) as prescriptive, limiting, and alienating. Concludes that DBAE, while subject to adaptation in response to considered criticism, nevertheless preserves its strong subject orientation and its goal to contribute to students' appreciation of the arts in cultures and…

In painting and drawing classes, it is typical to ask students to work directly from a master. It is one way to study composition techniques, and to become familiar with classical style firsthand. In museums, easels are set up as artists work, not in an attempt to copy or plagiarize, but in an attempt to be part of history by participating in it.…

This essay is based on work the author began several years ago when she undertook to analyze and compare the diverse descriptions of discipline-based art education that had appeared in the professional art education literature. It compared concepts of Discipline-Based Art Education (DBAE) presented in writings by Ralph Smith; Gilbert Clark,…

This program was developed and implemented to identify, inservice and coach elementary art teachers who did not have pre or post graduate discipline based art education (DBAE) training. The reason this training was important is because the district has written and adopted a kindergarten through twelfth grade DBAE art curriculum. The objectives for…

This paper describes a comprehensive model for art education for the Pacific Islands that includes the study of the content of visual art, including production, history, criticism, and aesthetics. This comprehensive research-based approach can be an effective vehicle for teaching multicultural understanding. Five recommendations are: (1) consider…

Examines three major questions about the evolution of Discipline-Based Art Education (DBAE) from 1988 to 1996: What factors affected the reformulation of DBAE in the Getty Regional Institute Grant program? What has DBAE become in Regional Institutes? and, What do findings reveal about the education process and the program evaluators? (DSK)