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Black, Joanna; Browning, Kathy – Art Education, 2011
Since the introduction of personal computers, art educators increasingly have adopted new digital technologies into their pedagogy, yet overall that adoption has been a slow process. Many teachers remain still infrequent users of technology or avoid using new learning technologies in art classrooms. It is important for art education to embrace an…
Descriptors: Creativity, Art Education, Teaching Methods, Technology Uses in Education
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Gray, James V. – Art Education, 1984
Several avenues of communication that bind art education in the United States and Canada are described. Developments of mutual understanding have tightened the art education relationship between the two countries. (RM)
Descriptors: Art Education, Comparative Analysis, Comparative Education, Educational History
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Clavert, Ann Wolfe; MacLeod, Joan E. – Art Education, 1984
The process of curriculum development in art education at the provincial level in Alberta, Canada, is described. The interests, needs, and assumptions of five groups of stakeholders--government, the curriculum development committee, art teachers, students, and interested onlookers--are examined. (RM)
Descriptors: Art Education, Committees, Comparative Education, Curriculum Development
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Walters, Joan; Harris, Rae – Art Education, 1984
The process of curriculum development in art education by committee in Manitoba, Canada, is discussed. Four areas that affect curriculum development by committee are (1) initiation, ownership, and control; (2) selection and composition of the committee; (3) effect of the group process; and (4) cohesion and time factors. (RM)
Descriptors: Art Education, Committees, Comparative Education, Curriculum Development
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Rogers, Tony – Art Education, 1984
The career and ideas of a pioneer art teacher, William P. Weston, who emigrated to British Columbia, Canada, from England in 1909, are described. (RM)
Descriptors: Art Education, Art Teachers, Artists, Comparative Education
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Cowan, David A.; Dolgoy, Reva – Art Education, 1984
A K-12 visual arts program in Ontario, Canada, which used observational drawing to increase students' visual observation skills is described. Students had to observe and draw objects associated with intimate use, objects that were physically more distant and unfamiliar, and objects in the rural countryside. (RM)
Descriptors: Art Education, Comparative Education, Course Descriptions, Educational Practices
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Evans, Jane Turnbull – Art Education, 1984
The Mackenzie Art Gallery in Regina, Saskatchewan, Canada, provides an internship program for students enrolled in the art education program at the University of Regina. The gallery trains teachers in the concepts of aesthetic education and the use of art objects and gallery resources in the teaching of those concepts. (RM)
Descriptors: Aesthetic Education, Art Education, Community Resources, Comparative Education
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Heald, Robin; Pearse, Harold – Art Education, 1984
Two Canadian art educators carry on a fictional exchange of letters that address a very common set of problems: "Why do art educators have to educate the public to the value of art while a similar kind of public consciousness raising is not necessary for, say, math or reading educators?" (RM)
Descriptors: Art Education, Community Support, Comparative Education, Elementary Secondary Education
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Stephen, Virginia – Art Education, 1991
Provides illustrations and activities to help students at all grade levels understand how artists look at the world and how each artwork is a result of that personal vision. Suggests questions based on an art criticism model that moves from stages of impulse, description, analysis, interpretation, and information to personalization. (KM)
Descriptors: Art Activities, Art Criticism, Art Education, Art History
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MacGregor, Ronald N. – Art Education, 1992
Reviews alternative assessment practices in several nations and questions whether these techniques should be used in the United States. Focuses on moderation, a technique in which trained evaluators adjust grades to ensure equitable distribution among participating schools. Concludes that evaluation in art education presents special problems and…
Descriptors: Achievement Tests, Alternative Assessment, Art Education, Educational Testing