Considers neopragmatism's use-value for art educators as they inspect the magic words, images, and practices that influence curriculum and instruction. Explains that neopragmatism offers art educators three concepts (contingency, demystification, and recontextualization) as tools to interpret educational beliefs and classroom practices. (CMK)

Traces the development of an expanding definition and understanding of environmental-art education. Suggest new ideas and considerations for the future. Offers three lessons that incorporate different aspects of form and content: (1) the natural environment; (2) the built environment; and (3) the social environment. (CMK)

Compares works selected from the permanent collection of the Agnes Etherington Art Centre, an art museum at Queen's University in Ontario, Canada. Provides two sets of painting reproductions, information about the artists, transcripts of the telephone-accessed comments for viewers of each set, additional background information, and suggestions for…

Contends that, in order to relate to space, an art educator must emphasize the relationship of the individual to place and also the interplay of place and group narrative. Indicates what is important about grounding inquiry and art making in the local environment for students of all ages. (CMK)

Believes that students' learning in art should take the form of an interconnected cognitive lattice structure composed of varied experiences throughout their art-education experience. Maintains that students should encounter art educators with multiple teaching strategies and perspectives enabling students to understand art's interconnected…

Explores the evolution of postmodernism and the many differences between modernism and postmodernism. Describes two strategies (authentic instruction and discipline-based instruction) for structuring a postmodern curriculum. Highlights an activity that helped fifth-grade students learn about postmodern art and real-world issues by studying the…

Offers a rebuttal to the article "Does Experience in the Arts Boost Academic Achievement?" by Elliot Eisner in which Eisner wants to restore the arts-based and arts-related ends of art education. Reviews Eisner's research, evidence, and theoretical foundations in order to assert the influence of arts education on students' academic success. (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…

Highlights the different forms of interdisciplinary teaching methods (integrated, related-arts, and correlated education) in order to provide a historical perspective of interdisciplinary education to art educators. Provides eight guidelines for future interdisciplinary programs in art education. Intends to prepare art educators for the…

Discusses the Reggio Emilia (Italy) approach to elementary education that uses the child's artwork as a guide to what the child knows, while the teacher acts as a facilitator. Describes a series of workshops that taught elementary educators in Des Moines (Iowa) how to implement this approach into their classrooms. (CMK)

Presents a lesson that asks students to compare a culture's traditional and innovative artwork in order to encourage an appreciation of artistic heritage. Gives the historical and cultural contexts of two artworks from Greenland and two from Alaska, along with a collection of activities, as the means for investigation. (CMK)

Examines Duxberry Park Arts IMPACT (Interdisciplinary Model Program in the Arts for Children and Teachers) Alternative School (Columbus, Ohio) that includes the arts in all aspects of the traditional curriculum. Discusses the IMPACT model, Duxberry's interdisciplinary approach, the factors that contribute to the school's success, and the…

Discusses art and design education in Scotland in which art appreciation is seen as the antidote to the limited focus on child-centered creativity. Offers three case studies that illustrate the integrative nature of the curriculum in Scottish schools and the diversity of approaches possible even within a national examination-led system. (CMK)

Identifies and explains the metaphors of carnation and reincarnation that provide a visual portrayal of sharing, teaching, and practicing leadership for art educators. Highlights other metaphors in which women holding leadership roles are discussed. Conveys the importance of community and mentors in the creation of leaders. (CMK)

Discusses the several meanings, approaches, and implications of community as it relates to art education and schooling. Provides examples from the experiences of one rural southern Indiana school community as parents, students, and teachers worked to develop and implement changes in the arts program. (CMK)