In this article, Elliot Eisner defends the sections he wrote for the Getty Trust report entitled "Beyond Creating: The Place of Art in American Schools." (JDH)

Argues that the absence of the arts in testing programs contributes to their marginalization. Considers the role of imaginative potential in determining what is important in schools. Considers what the arts have to do with literacy, that is, with the standard conceptions of reading and writing. Discusses transforming brains to minds, the arts as…

The author describes the relationship between media, expression, and the arts and suggests what these relationships imply for educational practice, the arts and media research. (Author/AS)

Educational psychologists frequently consider the arts to be emotive forms that might provide satisfaction--but not understanding. This article argues that if cognition is a matter of becoming aware, of perceiving, then the senses and the arts play a crucial role in providing essential resources for education. (Author/WD)

Presents a study which examined nonspoken information that provides museums visitors with cues for perceiving, thinking about, and appreciating works of art through displays and labeled exhibitions. Discusses reasons museums operate as they do and considers what might be done to enhance visitors' satisfaction. Calls on museum educators to improve…

America 2000 presents an educational reform agenda that neglects the arts. Prevailing misconceptions of the arts are based on a massive misunderstanding of their role in human development and education. The arts contribute significantly by celebrating the value of multiple perspectives and nuances in problem solving, relating form to content, and…

This book contends that although the arts are often thought to be closer to the rim of education than to its core, they are in fact critically important for developing complex aspects of the mind. The book aims to dispel the idea that the arts are somehow intellectually undemanding. It argues that many of the most subtle forms of thinking take…

Evaluates the National Assessment of Educational Progress (NAEP) in the visual arts, discussing issues such as the formulation of performance expectations and reporting procedures. States that, when exploring the scores, the context within which the arts are taught must be considered. Asserts that educational improvement requires changes in the…

Presents an art educator's reflections upon his career. Discusses psychological views of art, the role of the arts in enlarging human knowledge, and implications for the curriculum. Describes teaching as an artistically pervaded activity. Reveals how the educator's experience in the arts has influenced his thinking about education. (KM)

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)