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)

Responds to James Catterall's article "Does Experience in the Arts Boost Academic Achievement: A Response to Eisner." Contends that Catterall does not support his claims concerning the relationship of the arts to academic achievement; instead, Eisner maintains that Catterall is actually examining the contributions of the arts to cognitive…

Examines recent research considering the effects of art experience on academic achievement. Discovers the most cogent research concerns the intentional use of the arts to increase reading and writing. Proposes three new ways of considering the efficacy of art education: arts-based outcomes, arts-related outcomes, and ancillary outcomes of art…

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…

Reprints the 1966 article as a representative example of thinking about art education during the 1960s. Primarily answers criticisms raised by Victor D'Amico in his attack on the current state of art education, and art education research in particular. Defends this research against charges of irrelevancy and academic indulgence. (MJP)

Reprints the 1978 article as a representative example of thinking about art education during the 1970s. Provides a thorough overview of the state of art education at that time. Considers educational policies, national programs, conflicting philosophies, and cultural factors. Concludes with 10 recommendations for improving art education. (MJP)

The author notes a trend in educational research away from the scientific model and toward new designs emphasizing process, context, personal, and qualitative concerns. He describes the approach he uses at Stanford, educational connoisseurship or educational criticism, and outlines its basic components: discernment, description, interpretation,…

Section One of this report describes art education as it exists in American schools. Section Two discusses societal factors adversely affecting art education. Section Three examines National Endowment policy for improving art education. Section Four discusses deceptive panaceas for such improvement. Section Five provides recommendations for…

Based on the presumption that art teachers ought to be able to describe the value of what they do and place it within a framework for rationalizing the contributions of their work to the educational development of the students they teach, this research is an attempt to describe what children learn when they paint, draw, or make three-dimensional…

Article provided a description of the Artists in the School Program, analyzed its purposes and the way in which it has been evaluated and disseminated to the public. (Author/RK)

Author attempted to clarify the issues and to provide the background needed to understand the roots and assumptions of the movement towards accountability as well as the movement to technologize curriculum planning and teaching. (Author/RK) Aspect of National Assessment (NAEP) dealt with in this document: Procedures (Evaluation).

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…

Discusses the criticisms of discipline-based art education published in the March 1988 issue of "Art Education." Responds to the arguments of Peter London, Helen Muth, Norma K. Pittard, and Karen Hamblen. States that art education would be better served if the energy devoted to criticism was directed toward constructive ends. (GEA)

Argues that children need more than basic reading and writing skills to be successful. Advocates the teaching of the arts as an obligation to the development of a a well-rounded individual. Defines the aims and content of discipline-based art education (DBAE) and offers alternative approaches to implementing it in the K-12 curriculum. (BR)