In this article, the authors share lessons combining visual arts, sound, technology, and science through the lens of soundscape, STEAM, and multisensory education. Focusing on teacher education, this article explores two primary issues. First, it considers how STEAM--multisensory integration fosters students' cultural understanding and expression…

The art community tends to uphold the "norms of the able bodied majority" (Penketh, 2016). For this reason, museum patrons are discouraged from handling the art. While the intent is to preserve the quality of the art is understandable, for visually impaired individuals, this is a problem. In instances when efforts have been made to…

In recent years, the inclusion of popular visual culture in art curricula has emerged as a focal point of investigation and discussion in art education. Its proponents sought to expand the content of study to include contemporary cultural forms such as television, magazines, and the Internet (Chalmers, 2005; Efland, 2004; Tavin & Anderson,…

There are many experiences that we have, such as eating and talking, when we don't have to be focusing on anything visual. Art educators need to help children portray the sensory aspects of such experiences and to decrease their reliance on the visual aspects of experience. (RM)

The author partially describes a few of the immanent qualities of dreaming imagery and metaphor. The concept of the ineluctable modality is introduced to illustrate the spontaneous synthesizing of cognitive and noncognitive elements. A short dream excerpt is shared to clarify the pervasive contrapuntallike depth of dreaming imagery. (Author/SJL)

Our sensuous natures struggle constantly against the forces and pressures of daily living. This discussion considers the consequences of that struggle upon those who make or teach art. (Author/RK)

Suggests ways of turning the art room into a microenvironment of sensory intensification--a place where a student steps into a new world of color, sound, and smell that delights the eye and inspires the imagination. (Author/SJL)

Describes a way of teaching art which emphasizes the heart and the senses. (SJL)

One of the most challenging concepts for preservice and experienced art teachers is to comprehend the difference between aesthetics and art criticism. In this article, the author discusses aesthetics from a historical perspective and reflects on how it can be defined and used in the art classroom. Gardner's (1983) intrapersonal and interpersonal…

A program designed to make visual art more accessible to young people in 24 elementary schools in Ohio is described. The program's concept was to engage all five senses, not just sight, in the appreciation of art. (RM)

This article examines how adults' conditioned responses to objects restrict the range and nature of their perceptions. Maintains that art can transform the experience of context so that the personal and particular reactions can be reclaimed. (JDH)

Article traced the learning experiences appropriate to aesthetic education. (RK)

Discusses how the aesthetic experience of sensuous immediacy has been reduced by common approaches to art education and the modern technocratic society. The article advocates that aesthetic education stress sensuous immediacy to promote creativity, art appreciation, and empathy. (AM)

Defines aesthetic education and explores knowledge of feeling. (RK)

Reviews recent brain research in education. Provides five implications for teaching in art: (1) use emotion; (2) use different sense; (3) promote student self-direction; (4) enable social learning; and (5) encourage pattern finding. Describes two sample art units demonstrating how the five implications and art instruction can be integrated. (CMK)