This resource unit is designed to be integrated into a secondary school art foundation course. The unit is aimed at providing connections between the views and purposes of art and the students' environment. Connections are made between art and world-wide views of art cultures, communities, families, and the individual student. The unit lessons,…

This paper describes a program developed and implemented to increase an elementary school staff's basic knowledge of discipline based art education (DBAE). The target group consisted of one preschool teacher, three kindergarten teachers, three first grade teachers, one second grade teacher, and two third grade teachers. The program consisted of…

Offers a fifth-grade art lesson on lighthouses prompted by reading Arielle North Olson's "The Lighthouse Keeper's Daughter" during a language-arts lesson. Reports that the students made a two-dimensional and a three-dimensional project. States that the students were excited about conveying their ideas using two different media. Explains…

Discusses folk and outsider art and the relationship between the two art forms. Considers the inclusion of folk and outsider art in the curriculum, focusing on issues such as multiculturalism and social reconstructionism. Explores applications of folk and outsider art in the classroom. (CMK)

Describes the process of developing and implementing a multicultural curriculum through a unit designed for eighth graders that focuses on the Harlem Renaissance. The unit explores cultural diversity using a Discipline-Based Art Education curriculum model with the 1920's Harlem Renaissance movement as the springboard. (SLD)

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…

Academic standards listed in this guide are based upon national standards as well as a discipline-based art education approach. They are presented and articulated for each grade level from kindergarten through grade 8. They are presented by course or art medium in grades 9-12 to represent the organization of most high school art courses. The guide…

This 5-part video lesson deals with discipline-based art education in the elementary school. The video features a university professor who is a specialist in methods and the integration of art into the elementary classroom; each part of the video lesson is 30 minutes in length. First defining discipline-based art education as an approach, not a…

Discusses the genesis of the Rembrandt Teaching Project, a discipline-based arts curriculum focusing on art history, art production, art criticism, and aesthetics. Developed for a group of New York City middle school students, the goal of the curriculum focuses on critical thinking skills. (DAJ)

Discusses the lack of research into the art education of students within the adolescent stage. Examines the rationales of secondary art education and addresses art education for this age level within New Zealand that characterizes Western art education. Includes references. (CMK)

Responds to Brent Wilson's report "The Quiet Evolution: Changing the Face of Arts Education," focusing on how Wilson centers the curriculum around key works of art. Explains that ideas, issues, and themes should be central instead and addresses the development of teacher expertise. (CMK)

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)

Describes the different types of graffiti: (1) private forms of graffiti (doodling and latrinalia); and (2 public forms (gang graffiti, tags, and pieces). Uses teenage psychology to interpret adolescents' involvement in graffiti. Examines graffiti art in relation to its educational implications for secondary art education. (CMK)

This practicum was designed to provide K-5 students with diverse cultural experiences through multicultural art education to develop cultural awareness. Community members, parents, museum docents, students, and staff pursued a year-long exploration into the diverse cultures of the world through the study, celebration, and sharing of heritages,…