To foster learner focus and deepen engagement while embracing contemporary standards for teaching art and other subjects, teachers must help students more fully understand art images, objects, and events, present and past, so that they can understand the relevance and significance of art in their lives. Using a balanced approach that attends…

Pressures are great upon public school teachers and administrators in secondary school systems to insure their students perform well on state and national achievement tests. The No Child Left Behind Act of 2002 (NCLB) puts an extreme amount of emphasis on students' performance on subject area tests. NCLB (2002) requires that at least 95% of the…

The influence of conferences in various parts of the world upon art education was studied. The purposes of this study are: (1) to glean significant recommendations from the conference reports and, by this process, to isolate areas of overlap, instances of shared concern and recommendations which were repeated in reference to seemingly different…

Objectives and content of an interdisciplinary social studies-art program for elementary children are discussed. A sample lesson and evaluation activities from a successfully implemented pilot program are provided. (RM)

Two approaches to teaching dance, drama/theatre, music, and the visual arts are interwoven into a comprehensive whole in the framework described in this document. The first approach views arts instruction as direct student involvement in the expressive modes of the arts. The second approach views the arts as a means of acquiring cultural literacy.…

The major thesis of this paper is that the teaching of English should be interdisciplinary. The paper shows that the works of George Bernard Shaw and William Shakespeare are interdisciplinary and observes that the greatest current educational need is for breadth of education and interdisciplinary linkages rather than for transmission of facts. It…

The framework is organized to assist curriculum planners in designing a curriculum that has a triple thrust--one that develops the unique characteristics of each of the arts, interrelates the arts, and infuses the arts into the general curriculum as appropriate. Chapter 1 discusses the commonalities of the arts. Chapters 2 through 5 examine the…

Asserts that efforts at establishing cross-curricular programs with art and other subjects are well established. Questions whether the goals and content of visual art instruction are trivialized or lost in such programs. Provides three criteria that can be used to test the integrity of interdisciplinary programs. (CFR)

Describes the efforts of one elementary art class to move beyond the limits of formalism when examining and discussing art. Guided by the teacher, the class attempted a critical deconstruction of the work of Edgar Degas focusing on his depiction of working class women. Includes three reproductions of Degas works. (MJP)

Contends that an integrated curriculum approach increases student motivation and makes learning easier because lessons have wider applications. Suggests that discipline-based art education promotes an interdisciplinary approach, particularly with social studies and language arts. Provides an example of an instructional unit combining social…

Maintains that fundamental historical concepts can be imparted to high school students through the use of photography, painting, film, literature, and other forms of popular culture. Provides many examples of students utilizing popular culture to understand conceptions of historical time, locate meaning, and empathize with historical people. (MJP)

This booklet outlines key competencies for art education in kindergarten through grade six in the Philadelphia school system. The goal of art education is to provide an understanding of elements and principles of composition and design such as color, line, shape, mass, and texture. Art education should involve students in creating, analyzing, and…

Major competencies are presented for art education courses in grades seven through 12 in the Philadelphia school system. The goal of art education is to promote an understanding of elements and principles of composition and design such as color, line, shape, mass, and texture. Art education should involve students in evaluating, creating, and…

Advocates reconceptualizing visual arts as a core subject embodying key elements of experiential learning and critical thinking through an interdisciplinary approach. Illustrates this approach with a discussion of the interconnected issues surrounding family snapshots (social history, aesthetics, technological advancement). Discusses issues of…

This curriculum guide for grades K-12 is designed to help art teachers, classroom teachers, art consultants, and administrators develop and maintain art programs. The guide has four main parts, the first part containing an introduction and forward. Part two includes the rationale, the focus, and the components of an art education curriculum. Also…