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Showing all 5 results
Direct linkO'Brien, Tom – Arts Education Policy Review, 2007
In federal arts education policy, supporting special events means that the National Endowment for the Arts (NEA) promotes visiting artists in the schools or partnerships between schools and professional presenting organizations. An ideal NEA, however, subordinates that to the larger task of promoting continuous local funding for sequential,…
Descriptors: Art Education, Public Agencies, Financial Support, Elementary Secondary Education
O'Brien, Tom – Arts Education Policy Review, 2007
In this article, the author opines that modernist and especially postmodernist irony has gone beyond its traditional satirical function of deflating falsehood and exposing pretense. Because of certain historical complexities, irony has evolved in such a way that it has become the enemy of genuine open-mindedness. Among some American intellectuals,…
Descriptors: Figurative Language, Art Education, Patriotism, War
O'Brien, Tom – Arts Education Policy Review, 2007
William Wordsworth (1770-1850) has much to teach about arts education. However, the first question that many today might ask is, Should we listen to him at all? Wordsworth, some members of the postmodern academy have determined, was a bad man. He was unkind to his family and friends, they say, and they are uncomfortable with the politics he…
Descriptors: Art Education, Poets, Poetry, Popular Culture
O'Brien, Tom – Arts Education Policy Review, 2007
In this essay, the author asks, "What can the romantic poet Percy Bysshe Shelley teach us about arts education today?" In Shelley's time, no one was yet worried about improving math, reading, or SAT scores. Nevertheless, there was an implication in the rise of the sciences that educators were even then beginning to confront: What, some asked, do…
Descriptors: Art Education, Advocacy, Poets, Prose
Peer reviewedO'Brien, Tom – Arts Education Policy Review, 2004
In this essay, the author asks, "What can the romantic poet Percy Bysshe Shelley teach us about arts education today?" In Shelley's time, no one was yet worried about improving math, reading, or SAT scores. Nevertheless, there was an implication in the rise of the sciences that educators were even then beginning to confront: What, some asked, do…
Descriptors: Foreign Countries, Poetry, Prose, Art Education
