Like most efforts at educational reform, initial proposals for the teaching of art criticism represented a promising direction for practice rather than a fully developed educational plan. Educators during the 1950s and 1960s, who first proposed art criticism as an alternative to studio work, viewed it as a remedy for a number of problems with…

This article focuses on the future of arts-based research in education. The author contends that there are several features that need to be taken into account if arts-based educational research is to have a future. First, arts-based educational research needs to have a cadre of scholars committed to its exploration--individuals who regard…

The characteristics necessary to looking at art thoughtfully also characterize reflective thinking. Reflective thinking directs and manages experiential thinking. Reflective art viewing counters negative thinking dispositions of hasty, narrow, fuzzy, and sprawling thought by cultivating four habits: (1) taking time to look; (2) looking and…

Examines the controversy that followed the introduction and promotion of Discipline-Based Art Education and attempts to negotiate an acceptable practice. Addresses differences in the context and presentation of the discipline-based paradigm, professional concerns, and the involvement of the Getty Center. (DSK)

This position paper clarifies the goals of the Getty Center for Education in the Arts and its views on discipline-based art education (DBAE). The paper addresses and refutes misconceptions inherent in the following perceptions: (1) The Getty Center invented DBAE; (2) DBAE is a Specific Curriculum; (3) DBAE requires equal time and attention for…

This collection of lessons is meant to be a practical guide to help teachers engage children in art criticism. The lessons generally follow a similar format. Most suggest an age group but may be modified for use with younger or older students. Several authors suggest variations and extensions for lessons that include studio activities. A broad…

Offers an explanation of the concept of Discipline-Based Art Education (DBAE) as developed at the Southeast Center for Education in the Arts. Using the DBAE model, develops expanded definitions of the four DBAE discipline perspectives and six organizing principles under which the arts may be taught and studied. (DSK)

Justifies the need for arts specialists in elementary schools. Utilizes the Dallas (Texas) Independent School District (DISD) to illustrate the problems of lacking an arts specialist and provides different alternatives for arts education. Depicts the different groups that are important to the cause of returning arts specialists to the schools.…

This paper describes postmodern theory as a paradigm composed of concepts and ideas. It does not describe postmodern theory as if it were developed logically from a simple premise, because it was not, nor can the postmodern paradigm be described in neat, concise terms. The paper presents a review and explication of postmodernism's theoretical…

Posits that two co-dependent game plans, Finite and Infinite, inform the orientation of contemporary art education as represented by Discipline-Based Art Education (DBAE) and interactive interdisciplinary art education (iiae). Credits James B. Carse's "Finite and Infinite Games: Vision of Life as Play and Possibility" as the premise for this…

Considers ways that Discipline-Based Art Education (DBAE) has influenced art education, by examining the diffusion of its philosophy and language into the discourse of several national professional meetings. Analyzes several national policy documents and compares selected passages with earlier discipline-based theory. Concludes that DBAE has had a…

Summarizes findings from a quantitative and qualitative longitudinal study examining the twelve-year evolution of a district-wide Discipline-Based Art Education (DBAE) program. Chronicles changes during the period, identifying factors that influenced particular developments and relating them to aspects of DBAE theory. Concludes that program…

Explores fifth-graders' ideas about art and economic concepts before and after an integrated art-economics unit. Indicates that students increased their understanding of both sets of concepts, with the economic concepts being learned better. Suggests that this support claims that coupling disciplines can facilitate the deep learning of concepts…

In this paper, the author discusses her use of a form of Discipline-Based Art Education (DBAE), a method that is based on the belief that art students of all ages can best learn about art by working with the same type of content that professional artists work with--important ideas that are related to their own lives and the lives of others. This…

This paper is intended to support art education advocates and policymakers as they formulate strategies for broadening the base of school offered visual art experiences through discipline-based art education (DBAE). The study is divided into three sections. The first section of the paper concerns assumptions, ideas, and perspectives underlying the…