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Peppler, Kylie; Wohlwend, Karen – Arts Education Policy Review, 2018
Recent advances in arts education policy, as outlined in the latest National Core Arts Standards, advocate for bringing digital media into the arts education classroom. The promise of such Science, Technology, Engineering, Arts, and Mathematics (STEAM)-based approaches is that, by coupling Science, Technology, Engineering, and Mathematics (STEM)…
Descriptors: STEM Education, Art Education, Design, Computer Science
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Smith, Ralph A. – Arts Education Policy Review, 2008
In this article, the author conceptualizes educational aesthetics in terms of two domains: educational aesthetics as arts education and educational aesthetics as a range of nonarts educational activities understood from artistic and aesthetic points of view. A lead is taken from Harry S. Broudy's midcentury essay "Some Duties of an Educational…
Descriptors: Art Education, Aesthetics, Educational Policy, Educational Theories
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Kamhi, Michelle Marder – Arts Education Policy Review, 2006
Numerous incidents have been reported in recent years wherein a work of art is mistaken as trash. The question is, how have people reached the point in the civilized world where a purported work of art cannot be distinguished from a pile of rubbish or a grid of condensation pipes? The answer to that question lies in the basic assumption of nearly…
Descriptors: Creativity, Art Education, Artists, Art Appreciation
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Azadpur, Mohammad; Silvers, Anita – Arts Education Policy Review, 2005
This article, the tenth in an occasional series on past treatments of major issues in arts education policy from antiquity through the twentieth century, discusses philosopher Avicenna's view that art's aesthetic value bestows intrinsic public benefits sufficient to command community support of the arts. By exploring Avicenna's comparison of the…
Descriptors: Public Support, Educational Change, Philosophy, Art Education
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Blocker, H. Gene – Arts Education Policy Review, 2005
Aesthetics is the philosophy of art (including poetry and literature), and philosophy can be defined as a way of reflecting and clarifying ordinary, everyday thoughts and feelings that people find hard to put into words. One such ordinary thought is the well-known fact that words have a larger, more expansive meaning in poetry than they do in…
Descriptors: Poetry, Elementary Secondary Education, Art Education, Aesthetics
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Kant, Immanuel – Arts Education Policy Review, 2005
This article discusses disinterestedness and beauty. To apprehend a regular and appropriate building with one's cognitive faculties, be the mode of representation clear or confused, is quite a different thing from being conscious of this representation with an accompanying sensation of delight. Here the representation is referred wholly to the…
Descriptors: Aesthetics, Value Judgment, Philosophy
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Smith, Ralph A. – Arts Education Policy Review, 2005
An aesthetically educated person may be understood to subscribe to values and possess dispositions that in important respects are distinctive. The respects in which such values and dispositions are unique and the methods by which they might be developed are, however, subject to interpretation. This article provides brief summaries of three…
Descriptors: Aesthetics, Art Education, Aesthetic Education, Art Expression
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Anderson, Tom – Arts Education Policy Review, 2004
This article draws on chapter 8 of "Art for Life: Authentic Instruction in Art," by Tom Anderson and Melody Milbrandt (New York: McGraw-Hill, 2005) [c] McGraw-Hill. Reprinted by permission.Why do people make art? And why should we teach students to make it? At the root of it, we make art to make sense of things, to give meaning to our existence.…
Descriptors: Art Education, Art, Artists, Aesthetics
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Moore, Ronald – Arts Education Policy Review, 2004
This article draws attention to three important aesthetic ideas--ideas which have become, in the early twenty-first century, so widely endorsed in Western culture that they have become the stock platform of much theorizing and teaching about our experience of art and its relation to the rest of life. All of these ideas sprang from Beat thought in…
Descriptors: Aesthetic Education, Cultural Influences, Artists, Art Education
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Richardson, John Adkins – Arts Education Policy Review, 2004
This author contends that it is sometimes difficult to construe exactly what the visual culture movement really involves. To use the kind of lingo that its spokespersons favor, we are seeing a conflict between transfigured factions surviving from the 1960s. During that fevered era, it appeared to academic liberals that America was becoming…
Descriptors: Social Influences, Visual Arts, Art Education, Cultural Influences
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Van Camp, Julie C. – Arts Education Policy Review, 2004
"A primary task ... is to restore continuity between the refined and intensified forms of experience that are works of art and the everyday events, doings, and sufferings that are universally recognized to constitute experience."--John Dewey, "Art as Experience" (1934)Dewey's primary task has resurfaced in the visual culture movement and is a…
Descriptors: Art Education, Visual Arts, Aesthetics, Cultural Influences
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Fehr, Dennis E. – Arts Education Policy Review, 1997
Reviews some of the basic tenets of postmodernism's approach to art education and argues for a more tolerant and ubiquitous acceptance of these views. Postmodernists believe that art education should include cultural critique as well as aesthetic experience and that popular art measures culture in ways high art cannot. (MJP)
Descriptors: Aesthetic Education, Aesthetics, Art Criticism, Art Education
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Dorn, Charles M. – Arts Education Policy Review, 1996
Proposes an aesthetic philosophy concerning public art and art education that is based on neo-Kantian principles. This philosophy advocates an art that inspires and educates and is a valuable presence in individuals' lives. Contrasts this with art that is politically motivated and prone to "cultural victimization." (MJP)
Descriptors: Aesthetic Education, Aesthetics, Art Education, Art Expression
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Smith, Ralph A. – Arts Education Policy Review, 1998
Discusses how the absence of a humanistic interpretation of arts education is affecting humanities in higher education and the leadership in arts education. Focuses on educational policy in arts education demonstrating that a remnant of humanistic interpretation can be detected in the "National Standards for Arts Education." (CMK)
Descriptors: Aesthetics, Art Education, Educational Change, Educational Policy
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Ewens, Thomas – Arts Education Policy Review, 1994
Discusses the concept of quality in art from the standpoint of the theory of mediation. Traces the idea of quality from Aristotelian criticism to Gagnepain's theory of mediation. Concludes that mediation aesthetics seek inspiration and quality only from the art work, not its contemporary meaning. (CFR)
Descriptors: Aesthetic Values, Aesthetics, Art Appreciation, Art Criticism