What does an introduction to and engagement in performance art offer K-12 students? In this article, we respond to this question by proposing a lesson inspired by the artmaking practices of the contemporary artist Erwin Wurm. Performance art can be defined as any form of work that combines the artist's body and a live-action event with or…

Advocacy is not new to art education. Over the years, Goldfarb (1979), Hodsoll (1985), and Erickson and Young (1996) have written about the importance of arts advocacy, but the concept of advocacy has evolved with the times. For example, in the 1970s, arts advocacy was described as a "movement" and brought together art educators,…

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.…

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)

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 two art lessons, the first of which introduces elementary students to Dutch still life painting and to the Dutch painter Claesz. The second lesson introduces intermediate grade students to still life as a subject for painting and to the possibility of personal interpretation by an artist, as shown in an O'Keefe painting. (RM)

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)

A review of reports, a survey, and national assessments of art education shows that visual art students are not learning art knowledge and skills because art teachers do not teach art appreciation, art history, or design and drawing skills. Priorities concerning art education content and teaching methods must be changed. (RM)

Discusses why elementary and secondary art teachers, educators involved with the training of art teachers, and researchers in art education should be interested in art history. Educators must help students understand that history is primarily a discipline of thinking, not memorizing. (RM)

Discusses the contents of typical art education learning packages. Those of the Central Midwestern Regional Laboratories (CEMREL) are designed to heighten student involvement through use of media. Other packages focus on art history, art appreciation, and arts and crafts activity. A package has also been developed for special education students.…

The initial efforts of the Getty Center for Education in the Arts center on developing more holistic art teaching. Projects include case studies in twelve school districts; educational programs for teachers, administrators, and school board members; applying electronic media to art education; and using the Getty museum to educate visitors. (IS)

One source of materials for art education historical research, which has barely been tapped in the United States, is ephemera, casual bits of handwritten and printed paper used in daily life. These circulated images and documents convey actual practices, commitments, and attitudes of people. (IS)