Discusses five ways in which art education seeks to be responsive to cultural difference and diversity internationally: (1) the conservative reaction to minority unrest; (2) rejecting assimilation; (3) pluralism in the curriculum; (4) implications of self-determination; and (5) social reform. Explores the bicultural and multicultural issues in New…

Discusses the lack of research into the art education of students within the adolescent stage. Examines the rationales of secondary art education and addresses art education for this age level within New Zealand that characterizes Western art education. Includes references. (CMK)

Argues for the value of postmodern picture books as a classroom resource for addressing contemporary challenges. Offers a discussion on what postmodern picture books are, a rationale for using postmodern picture books, and teaching postmodern aesthetics. Includes some examples of postmodern picture books. (CMK)

Presents results from two research studies, one using focus groups and the other using surveys, that explored the process and results of educating inservice art teachers in the Artistically Talented Program at Indiana University to become empowered and take on leadership roles. Describes the experience of empowering the teachers to develop their…

Describes the author's book, which offers a day-in-the-life account of six art teachers, and its theoretical foundations. Presents background information and personal profiles of the six teachers. Includes quotes from the teachers pertaining to the most important thing they teach, their frustrations, and the most satisfying aspect of their jobs.…

Examines the conceptions of educating beginning art teachers with specific reference to Canadian art education. Addresses the use of the visual journal, which demonstrates visual and verbal thinking, by preservice teachers at the University of British Columbia as a means to develop an artistic understanding of their growth as art teachers. (CMK)

Examines the implementation process of Education and the Arts (1985), a major Australian federal arts education policy, using the Synthesis Model of Implementation Process. Finds that overall the Education and the Arts (1985) policy was unsuccessful in achieving its desired outcomes. Discusses the results. (CMK)

Examines the effectiveness of the analysis-synthesis and generator-conjuncture-analysis models of design education. Concludes that the generator-conjecture-analysis design method produced student design product of a slightly higher standard than the analysis-synthesis design method. Discusses the findings in more detail and considers implications.…

Explores an art education program offered in two aged-care homes in South Australia. Examines the argument for the establishment of gerogogy (education for older adults). Addresses considerations of art education for older adults, the research approach, the learning model that emerged, teaching, and recommendations for further research. (CMK)

Examines collage as a symbolic activity in early childhood education. Finds that collage is used in a number of ways by young children and, in addition to being a manipulative and expressive activity, there appears to be a general progression toward incorporating symbolic elements in their collages. (CMK)

Investigates whether employing the philosophical inquiry approach specifically in the aesthetics and art criticism component of the visual arts curriculum was beneficial to teacher effectiveness and student understandings. Describes the methodology and data analysis and an intervention program that aimed to assist teachers to engage in…

Explains that an important relationship exists among democracy, visual technologies, and education. Stresses that one of the essential responsibilities of art education must be to teach students about the power of technological imagery and how to use that power for democratic forms of expression. (CMK)

Investigates the formative life experiences of nine women and how they perceived their roles as students, artists, art teachers, and family members in relation to the dominant discourses of their lives. Summarizes the typologies of the artists, the strategies for sustaining careers in the visual arts, and the implications for art education. (CMK)

Transcribes the Leon Jackman Memorial Address to the Australasian Art Educators Conference in 1996. Discusses distinctions between the formal world of pedagogy and the informal world of experiential learning in art education. Focuses on art educators as communicators, on how they talk about the arts, and on communication as sharing knowledge. (DSK)

Asks ten questions about the future of art, crafts, and design education. Focuses on why art, crafts, and design education should be included in the curriculum; how the curriculum should be defined; and how art educators should respond to conflicting calls for cultural relativism and for cultural nationalism. (DSK)