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ERIC Number: ED383642
Record Type: Non-Journal
Publication Date: 1981
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Upside Down Curriculum.
Eddy, Junius
This document presents an updated version of a publication that originally appeared in print in 1970. The original document raised a number of issues and questions which, despite notable advances, are still problematic. In this revision, marginal notes up-date the original text with information concerning subsequent efforts to address raised issues such as the targeting of Federal funds and the emergence of the National Committee Arts for the Handicapped. The paper likens the status of the arts in the overarching curriculum to that of an uneasy guest in the house of education. Experiments to alleviate the situation through the British school's child-centered, open classroom approach, bring attention to the interrelatedness of arts activities and experiences. Efforts of educational research and development institutions, pilot projects, and teacher education institutions contribute to the growing concept of curriculum as an interdisciplinary experience. In addition to their fundamental value as subjects in their own right, the arts are shown to be relevant to the goals of quality education. But neither the sorts of ultimate pay-offs found in programs dealing with the arts in general education, nor the cost effectiveness of support for art education programs as exemplified in the Title I-III programs, reveal themselves to researchers, teachers, administrators or school board members in short time frames. Past attempts at art curriculum reform most often looked at programs which could fit into the existing educational stucture. But, the document suggests that the goals of art educators are in common cause agreement with the goals of humanist school reformers who seek to change the fundamental nature of the school experience itself in radical, humanizing ways. Both are involved with the social relevance of what is taught, the processes of teaching and learning whereby what is being taught is directly related to how it is being taught, and the emphasis upon affective as well as cognitive goals. Questions for the future are those of continued direction and purpose: Where to? What next? (MM)
John F. Kennedy Center for the Performing Arts, Washington, DC 20566.
Publication Type: Opinion Papers; Historical Materials
Education Level: N/A
Audience: Researchers; Policymakers; Administrators; Teachers; Practitioners
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Alliance for Arts Education, Washington, DC.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I; Elementary and Secondary Education Act Title III