Discusses Viktor Lowenfeld's influence on art education in general. Assesses the impact of popular culture on perceptions of art and art education, arguing that to be of value, art education must surpass contemporary culture and introduce students to the larger storehouse of human history and achievement. (GEA)

Traces the evolution of attitudes toward children's art in relation to ideas about childhood and aesthetics prevalent during the 19th and early 20th century. Examines values and attitudes implicit in current controversies in art education. (GEA)

Examines Viktor Lowenfeld's Viennese experiences and analyzes the relationship of those experiences to his views and practices as an art educator in the United States. Questions the appropriateness of ideas developed from Austrian social and educational experiences and from Viennese aesthetic notions in the context of art education for U.S.…

Explores the reasons art teaching practices developed by Pestalozzi and Froebel in the 1800's continue to influence contemporary schools, especially at the kindergarten and primary grades. Argues that 19th century school art coexists in contemporary North American elementary schools with school art forms originated by Cizek because each represents…

Traces the development of Australian art education through three main phases: (1) the hand-eye training period; (2) the creativity period; and (3) the studio discipline period. Identifies overseas influences for these developments. Suggests that at present a variety of factors have precipitated favorable circumstances for growth of visual arts…

Looks at the usefulness of a stable realism for questions related to the description and understanding of art works. Explores two theories which may resolve the antagonism between representational meanings and their assertion as true properties of the work: (1) Wiggin's concept of authentic effect; and (2) Petit's theory of rectification and…

Identifies curriculum as the pivotal link between theory and practice, noting that all stages of curriculum research and development are characterized by elements of uncertainty. States that this uncertainty principle reflects the reality of practice as it mirrors the contradictory nature of art, the pluralism of schools and society, and the…

Uses a case-study approach to examine the role of belief as a catalytic quality in the artistic making and the thinking processes used by children. Describes the processes encountered by children when presented with artistic tasks. Discusses the relationship between belief and the three other main dimensions of artistic thinking and making: social…

Considers the wide social implications of children's unsolicited drawings of violence, stating that these drawings and children's attitudes toward them are indicative of a central social contradiction; a society that is violent but champions peace. Discusses avenues for action by art educators to help children's development. (Author/LS)

Examines the construction of art knowledge and criticizes curriculum reform proposals that ignore constraints of the work place. Suggests that reform efforts should be defined locally and that teachers should be afforded the opportunity to develop their decision making abilities as a means of helping this local control. (KO)

Examines the relationship between romantic idealism and vocational goals of art education in nineteenth-century Nova Scotia, Canada. Compares these ideas with those of John Ruskin concerning art and morality. Discusses the views of the Nova Scotian educators relative to issues of contemporary art education. (KO)

Examines "The Journal of Marie Bashkirtseff" in order to explore her personal history, the genre of Victorian women's autobiography, art schools in the French academic tradition, the Academie Julian, and women's issues in nineteenth century France. Concludes that even talented women of the period were denied avenues for success. (KO)

Discusses the reasons for the development and inclusion of multiple art criticism formats in the curriculum. Points out the ways in which a variety of world views approach can heighten the appreciation of art. Suggests that a multi-cultural approach will enrich the lives of all students in a pluralistic society. (KO)

Reports a study of doctoral dissertations on studio education published in the United States between 1964 and 1985. Among the trends noted was an increase in descriptive, historical, and interdisciplinary research. (BSR)

Provides a brief background on current developments in aesthetics and the contested concepts of three approaches to aesthetics: (1) historical philosophical aesthetics; (2) aesthetic perception and experience; and (3) aesthetic inquiry. Concludes by proposing a fourth approach based on critical theory. (Author/BSR)