Ideas are starting points-for thought, discussion, reading, viewing, writing, and making. The two "brainstorms on paper" presented in this article illustrate how taking an idea and examining it from an artistic point of view can generate thematic starting points to help teachers and students connect the visual arts to ideas that ripple across the…

Last year these authors addressed an issue in these pages that echoed Linda Nochlin 's (1971) haunting question, "Why have there been no great women artists?" (Clark, Folgo, & Pichette, 2005). That essay examined the question, "Have there now been any great women artists?" through a study of art history textbooks primarily written for college…

While artists and academics have produced a wide range of work trying to understand national and individual identity, very little has been written about the experiences of student artists as they work to make sense of their particular political, social, and artistic identities and put them to work in the world. This article takes up that question,…

Proposes an alternative to discipline-based art education (DBAE) called Aesthetic Response Theory (A*R*T*). Reviews problems of DBAE and outlines a curriculum based on the A*R*T* alternative. Concludes that the A*R*T* approach makes the serious study of art more feasible for classroom teachers. (BR)

Offers an overview of the meaning and development of traditional Flemish and French still life painting. States that art history, as well as technical process, must be taught for discipline based art education to be effective. Describes Flemish still life classifications, eighteenth and nineteenth century French works, and still life symbolism.…

Notes that educators often view art as an intellectually shallow, mechanical process. Describes Sir Joshua Reynolds's concept of invention as the intellectual combination of placing the painter's mental picture of actions, expressions, and characters on canvas. Calls for educators to stress intellectual qualities of art in order to develop…

Discusses the advantages of academic games and simulations in art education. Provides information on developing academic games and simulations and includes an example. Concludes that these strategies not only broaden the range of instructional approaches, but enhance the learning that results from the study of art. (GEA)

Provides practical information about what high school seniors must know and do in order to successfully apply to college art departments. Areas of recommendations include art knowledge, preparing an art portfolio, selecting a college, choosing a major, and surviving the first year. (JDH)

Reviews gender-related issues that might arise as students are introduced to women's art achievements. Divides women's art into mainstream art and "hiddenstream" art, or art represented by work in textiles, ceramics, and miscellaneous art forms. Includes a chart which shows the name and nationality of over 90 female artists working between 1390…

Contends that Discipline Based Art Education (DBAE) upholds and exemplifies a tradition that supports the male-dominated status quo in art education. Presents gender-biased quotes from various theorists and philosophers whose works form the foundation of DBAE. Concludes by showing how feminism may strengthen arguments for DBAE. (JDH)

Presents a biography of Mine Okubo, a prolific Japanese-American artist who was among the thousands of Japanese imprisoned in "relocation camps" during World War II. Provides insights into Ms. Okubo's philosophy as well as the phases of her art, emphasizing her role as a living repository and documentor of Japanese-American history. (JDH)

Five reasons art education is important for all students are discussed. They are: (1) art as basic education, (2) creativity, (3) aesthetic experience, (4) art appreciation, and (5) historical understanding. (RM)

Nothing will kill the value of historical research more readily than a trendy, purposelessness, and careless methodology. Suggestions offered aim to give pause to future historical researchers so that they may reflect about what aspects of art they choose to study. (RM)

Studio art education is being affected by dramatic changes in the art world, including the development of a postmodern aesthetic, the use of video cameras as artistic tools, the availability of better and cheaper computers for generating graphic images, and the development of alternative galleries. (IS)

This tongue-in-cheek article calls for the critical reexamination of the history of modern art. The author believes that modern art is neither an extension of the Renaissance aesthetic nor a collective by-product of artists possessed of creative genius. Creators of modern art were actually representational artists suffering from visual stuttering.…