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Showing 1 to 15 of 192 results Save | Export
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Marshall, Julia – Art Education, 2010
This article is for art teachers of all levels who want to teach through art and about art. The purpose of this article is twofold. It provides evidence that integration is a significant, lively and authentic art practice today and, therefore, studying about art and integrating it are compatible. It also offers teachers and students in elementary,…
Descriptors: Art Education, Integrated Curriculum, Elementary Secondary Education, Learning Strategies
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Nordlund, Carrie; Speirs, Peg; Stewart, Marilyn – Art Education, 2010
Thirty years after its completion, "The Dinner Party" found a permanent home at the Brooklyn Museum in the Elizabeth A. Sackler Center for Feminist Art. At the request of artist Judy Chicago, the authors developed a curriculum guide for educators to include this significant artwork in K-12 programs. Chicago's hope was that by engaging in serious…
Descriptors: Social Change, Art Education, Feminism, Social Justice
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Heise, Donalyn – Art Education, 2010
This article provides a rationale for integrating folk art in an urban K-12 art classroom to provide meaningful instruction for all students. The integration of folk art can provide a safe, nurturing environment for all students to learn by acknowledging the value of art in the community. It can prepare students for participation in a democratic…
Descriptors: Elementary Secondary Education, Democracy, Art Education, Art Teachers
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Delacruz, Elizabeth M. – Art Education, 2009
Technology is ubiquitous. Kids and families, students and communities are plugged in, cued to the latest electronic developments and diversions, ready to creatively adapt them to their own purposes. Scholars and policy makers are increasingly focused on what teachers need to know about and do with technology. This article is written as a broad,…
Descriptors: Art Education, Information Technology, Teaching Methods, Global Approach
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Desai, Dipti; Chalmers, Graeme – Art Education, 2007
Schools have always been subject to an overwhelming variety of socio-political demands, which shift in response to the political climate--impacting art education in different ways. The current debate on social and political issues in art education is not new. Beginning with McFee (1966), and particularly since the 1970s, there has been a growing…
Descriptors: Global Approach, Political Issues, Corporations, Justice
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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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