Author discussed five reasons offered by the Ford Foundation for the failure of its efforts to improve education, and suggested a few additional causes for the lack of success in the total reform movement. (Author/RK)

Provides an example of a discipline-based art lesson which interrelates the content areas of visual analysis, art production, and critical/historical analysis in a strategy employing interlocking imagery. Describes the model used for such lessons by the Getty Institute for the Education in the Visual Arts. (AEM)

Directs attention to the theoretical model for discipline based art education developed by the Getty Institute for Education in the Visual Arts. Observes that there are variants from the Institute model which exceed the DBAE model and raises the issue of theory deterioration through popularization and mislabeling of some programs as DBAE. (AEM)

The potential of electronic media for art education is examined. Discussed are computers, video recorders, interactive video discs, and two-way cable television. Emphasis is on laser videodisc technology. What changes must occur in the educational system to accommodate technology and discipline-based art education are also discussed. (Author/RM)

An evaluation of the Aesthetic Education Curriculum Program, a curriculum reform effort to establish aesthetic education in the public schools, showed that for a curriculum reform effort to succeed, the necessary curriculum change either has to be mandated by some educational authority or established through the teacher training process.…

Art curriculum projects influenced by ideas proposed at the Penn State Seminar are described. These include the television series "Images and Things," the textbook series "Art: Meaning, Methods, and Media," the Stanford-Kettering art curriculum, CEMREL's Aesthetic Education Curriculum Program, the SWRL Elementary Art Program,…

Identifying an appropriate mission for art education within the context of the new school curriculum proposed by recent national reports is discusssed. Implications for art teacher education are drawn, and a model teacher preparation program overview is presented. (Author/RM)

The dynamics of art and education are correlated with Naisbitt's ten points of social restructuring. The future art curriculum should honor the arts individually for their uniqueness and also look at them in a comprehensive manner based on today's trend towards more holistic solutions to social and economic problems. (Author/RM)

Past educational reform movements have failed because they relied on money, research, and novel ideas, and because reforms were imposed on schools and not generated from within. Reform that comes through improved teacher preparation is the kind most likely to succeed. How teacher education in art should be changed is suggested. (RM)

This article examines the formation, structure, and program of the Public Industrial Art School of Philadelphia, Pennsylvania, and the two men who directed it during its brief existence between 1880 and 1916, Charles Godfrey Leland and J. Liberty Tadd. Special emphasis is given to the pedagogical theory articulated by Tadd. (Author/RM)

Ideas and research from the social and behavioral sciences need to be related to practices in art education. Events indicating that the mood of art education is ripe for redefinition and synthesis of ideas are discussed. (RM)

Reviews, some events within education since 1962 for the purpose of interpreting the nature of the current educational revolution and to assess its impact upon art education now and in the foreseeable future. (Author/AS)

Despite calls for change and numerous proposed alternatives, art education remains committed to the studio model. The retention of the status quo may be related to the economics of art studio materials and especially to the extensive advertising of art supply companies in art teachers' journals. (Author/IS)

Argues that the culture is inundated with mass media imagery. Proposes new directions for art education that respond to this by acknowledging the crossover between high and popular culture forms, incorporating new technologies, and accommodating a view of individuals as multifaceted. Outlines a representative classroom unit on media education.…