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Showing 1 to 15 of 187 results Save | Export
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Dalke, Connie – Art Education, 1984
Art teachers and special education teachers should form a new alliance to become a new "dynamic duo." Because of the very concrete nature of art, children who have trouble with the abstract often find art experiences appropriate vehicles by which to understand and to learn. (Author/RM)
Descriptors: Art Education, Disabilities, Educational Needs, Elementary Secondary Education
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Morreau, Lanny; Anderson, Frances E. – Art Education, 1984
Art teachers should create individualized learning programs for their students. Such art programs can assure personalized programs for disabled students and elevate the development of basic skills in art, artistic expression, and art appreciation. (Author/RM)
Descriptors: Art Education, Course Content, Curriculum Development, Disabilities
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Copeland, Betty – Art Education, 1984
Characteristics of different kinds of disabled children, including mentally retarded, neurologically impaired, emotionally disturbed, orthopedically impaired, visually impaired, perceptually disabled, auditorially disabled, and multiply disabled, are described. Approaches for teaching art activities to the various groups are presented and teacher…
Descriptors: Art Activities, Art Education, Definitions, Disabilities
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Hubbard, Guy – Art Education, 1985
Through graphic art courses, art teachers can provide students with an understanding of how computers work and how to solve problems with them. How to design a graphics program is discussed. (RM)
Descriptors: Art Education, Computer Graphics, Computer Literacy, Curriculum Design
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Zeller, Terry – Art Education, 1985
Differences between art education in schools and learning in art museums are discussed. If children are to see museums as something other than a continuation of classroom exercises, then fun, purposeful play, challenging new experiences, being with friends, self-directed exploration, and spontaneity must be major parts of museum learning.…
Descriptors: Art Education, Comparative Analysis, Educational Needs, Educational Objectives
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Bray, Pamela; Schneider, June – Art Education, 1985
Young people need to understand how we use our senses to relate to our world and how the arts and technology heighten sensory perception. A participatory exhibition involving art, music, science, and technology designed for elementary and secondary students by the High Museum in Atlanta, Georgia, is described. (RM)
Descriptors: Art Education, Elementary Secondary Education, Exhibits, Interdisciplinary Approach
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Wolins, Inez S. – Art Education, 1985
Some of the ways computers can be used in museum education are discussed. For example, with computers students can make three-dimensional works of art. A selected annotated bibliography of print and non-print resources dealing with computers and museum education is provided. (RM)
Descriptors: Annotated Bibliographies, Art Education, Computer Assisted Instruction, Computers
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Barrett, Terry; Desmond, Kathleen – Art Education, 1985
Techniques that teachers can use to involve art students in the critical examination of photographs are described. Given the opportunity and some guidance, students can and do engage in stimulating thought and talk about the art of persuasive photographs that confront them daily. (RM)
Descriptors: Art Education, Elementary Secondary Education, Learning Activities, Photographs
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Pietig, Jeanne – Art Education, 1997
Maintains that the nature, aims, and processes of architecture parallel those of education. Discusses the interconnections between the disciplines and suggests that architecture is an effective way of integrating art education into the K-12 curriculum. Recommends an approach to architecture emphasizing the humanist and inclusive aspects over the…
Descriptors: Architecture, Art Education, Educational Assessment, Educational Attitudes
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Julian, June – Art Education, 1997
Recommends asking a basic question "What am I trying to teach?" when considering the use and adaptation of computers in art classes. Suggests testing a system to ascertain possibilities, limitations, and particular characteristics. Maintains that computer art is often simply a starting point for other projects. (MJP)
Descriptors: Art Activities, Art Education, Art Expression, Art Materials
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Eisner, Elliot W. – Art Education, 1997
Reprints the 1966 article as a representative example of thinking about art education during the 1960s. Primarily answers criticisms raised by Victor D'Amico in his attack on the current state of art education, and art education research in particular. Defends this research against charges of irrelevancy and academic indulgence. (MJP)
Descriptors: Art Education, Art Teachers, Creative Expression, Criticism
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Ecker, David W. – Art Education, 1997
Reprint of the 1966 article as a representative example of thinking about art education during the 1960s. Reiterates the need for aesthetic judgement in art education and discusses those characteristics and approaches that render a judgement valid. Maintains that justification or an aesthetic opinion should be descriptive rather than explanatory.…
Descriptors: Aesthetic Education, Aesthetics, Art Education, Art Expression
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Hamblen, Karen A.; Galanes, Camille – Art Education, 1997
Outlines six instructional approaches to aesthetics and discusses the instructional applications of these approaches. Assesses their feasibility for classroom practice and places them in relation to established educational rationales. Considers multicultural aesthetics, humanist applications, populist applications, studio instruction applications,…
Descriptors: Aesthetic Education, Aesthetics, Art Education, Art Expression
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Keifer-Boyd, Karen T. – Art Education, 1996
Considers recent changes in issues and strategies of art criticism and how these relate to computer-generated images and computer assisted instruction. These changes both reflect and inhabit the decentered, fragmentary, and flexible postmodernist vision. Preservice art teachers should become familiar with these changes. (MJP)
Descriptors: Aesthetic Education, Art Appreciation, Art Criticism, Art Teachers
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Lankford, E. Louis – Art Education, 1997
Discusses the philosophical underpinnings and inherent values, actions, and outcomes of accepting and implementing stewardship as a focus for education in art and ecology. Defines three elements of ecological stewardship: moral commitment, understanding the effect of actions, and demonstrating respect. Describes a series of interdisciplinary…
Descriptors: Advocacy, Art Activities, Art Education, Consciousness Raising
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