This document describes an art curriculum designed for elementary level students of Catholic schools. The curriculum aims to encourage student creativity and self expression as advocated by pre-Discipline Based Art Education (DBAE) art programs while presenting the subject matter emphasis of DBAE programs. Lesson suggestions are given for each of…

Asserts that aesthetic questions and aesthetic understanding provide the framework for learning in art. Contrasts formalism (the belief that art exists for its own sake) with contextualism (the belief that art is part of a social communication system). Maintains that a balanced art program should incorporate both approaches. (MJP)

Focuses on policy issues that have affected arts education in the twentieth century, such as: interest in discipline-based arts education, influence of national arts associations, and national standards and coordinated assessment. States that whether the policy decisions are viewed as achievements or disasters are for future determination. (CMK)

Asserts that neither of the two most popular models of art criticism lends itself to a postmodern understanding of the political role of visual art in the late 20th century. Concludes that the historical context model is rooted in historical understanding and that teachers must prepare for this type of instruction. (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)

This digest discusses the symbiotic relationship between art and social studies and suggests ways to integrate the two in the curriculum. The document advocates the study of art in context as a way to help students better understand the historical past by the values reflected in artwork, as well as recognize the power and potential of art for…

This guide and accompanying videotape are the fifth and final in a series that present full lessons and interviews with the instructors who created the lessons. Intended as starting points to stimulate thinking about a comprehensive approach to art education, these instructors discuss how they developed their lessons and how this approach has…

Characterizes much of the current postmodernist art design as capricious and self-indulgent. Explicates three fundamental concepts from the modernist school: a notion of order; clarity of form and space; and significant contrast. Criticizes current design for its emphasis on novelty and systematic violation. (MJP)

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…

Constructs a theory of dance education based on critical pedagogy theory (CPT). CPT views education as a liberating rather than an oppressive force. Defines and elaborates various components and approaches for establishing critical methodologies in the dance classroom. These mostly concern empowering the student and developing a critical…

Focuses on identifying ways in which policy has affected arts education, specifically those that have evolved outside of arts education instead of within. Explores topics such as: the influence of national and state standards, the impact of testing, and the absence of teachers competent to teach the arts. (CMK)

The purpose of this book is to examine current conditions for art education (what is) and ask the reader to think about what ought to be. By blending history, theory, and practice, the author attempts to provide a multifaceted model for art teachers to use as a starting point in their efforts to improve art education as we prepare to enter the…

Defines the role of the music specialist in designing and implementing a discipline-based music education program. Discusses team teaching and other collaborative efforts between the specialist and the classroom teacher. Includes a discipline-based teaching checklist and selected readings for thematic teaching. (MJP)

Examines specific approaches and strategies for teaching discipline-based music education (DBME). DBME incorporates history, aesthetics, and criticism into traditional music education. Discusses creating a DBME unit, what questions to ask, and what resources to use. Includes a sample approach. (MJP)

Provides a rationale and lesson plan for incorporating geography and art at the K-4 level. The lesson plan features a landscape painting by George Innes, a simplified chronology of his life, as well as a template of questions about the artist and the spatial significance of the painting. (MJP)