Describes, compares, and evaluates examples of first generation elementary and junior high curriculum resources which are based upon the discipline based approach to art education. Offers these as sound, sequential instructional materials that are useful in the areas of art history, art criticism, aesthetics, and art studio. (KO)

Describes changes in the British secondary school examination system, highlighting Dyson's contributions to the reform process. Recognizing that there are several ways to teach art history, Dyson considers the preparation of teachers, discusses the development of art history as an academic discipline, and specifically addresses the matter of art…

Contends that teaching interpretation within art criticism is probably the most difficult aspect of teaching criticism. Provides suggestions and 17 principles to guide art teachers in engaging their students interpretive dialog about works of art and to provide criteria for assessing their interpretations. (CFR)

Contends that student questions about art interpretation and evaluation require that teachers should broaden their interpretations of works of art. Discusses modernism, postmodernism, and discipline-based art education. Concludes that a postmodern approach to art education could empower students with knowledge to create new worlds. (CFR)

Presents four lessons based on three paintings and one woodcut by women artists. Contends that the lessons provide visual imagery that will challenge the imagination of female students and enhance their self-esteem. Includes full-page color reproductions of the art works, student objectives, and instructional strategies. (CFR)

Asserts that neither of the two most popular models of art criticism lends itself to a postmodern understanding of the political role of visual art in the late 20th century. Concludes that the historical context model is rooted in historical understanding and that teachers must prepare for this type of instruction. (CFR)

Discusses the founding, development, and issues surrounding the Barnes Foundation and its art collection, specifically designed for art education. Also discusses myths about Albert C. Barnes, the Barnes Foundation, and its relationship to the ideas of John Dewey. (CFR)

Presents a sequential curriculum in design education focusing on product design embodying conceptual statements to guide instruction. Discusses conceptual statements for primary, intermediate, and middle school levels. Concludes that the study of design must be an integral part of the art curriculum. (CFR)

Maintains that one of the ongoing challenges of art education is to encourage the correct and effective use of terminology. Discusses expressionism, particularly in relation to landscape painting. Includes discussion of the background, techniques, and full-page color illustrations of four works by major expressionist painters. (CFR)

Asserts that visual arts education contributes to a more profound understanding and appreciation of civilization. Maintains that art criticism offers teachers an opportunity to interact with students about their personal reactions to art and to involve them in critical thinking. (CFR)

Presents a simulated dialog among an art teacher, a school principal, and a school board member on student evaluation. Discusses issues related to the evaluation of art products as opposed to evaluation of student learning in art history and art criticism. Outlines issues of evaluating student creativity. (CFR)

Maintains that many contemporary artists of color are not included in major art history textbooks. Describes how the author's two children designed a study to identify and interview three ethnic artists who have made contributions to U.S. society. Presents excerpts from an interview with J. Eugene Grigsby, Jr. (CFR)

Describes the development and content of a videodisc collection titled "American Art from the National Gallery of Art." Maintains that the collection has helped teachers explore interdisciplinary approaches to art education. Includes examples of how teachers have used the collection in their classrooms. (CFR)

Provides instructional strategies and materials designed to introduce students to Spanish art. Includes four lesson plans with student objectives, background information, and step-by-step instructional procedures. Also includes four full-page color reproductions of paintings by Murillo, Picasso, El Greco, and de Goya. (CFR)

Reviews Natalie Robinson Cole's contribution to the field of art education by contrasting her philosophies with those of other art educators. Compares her teaching style with Viennese art educator, Franz Cizek. Concludes that Cole's life and work can be examined within as many frames for understanding as can be devised. (KM)