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)

In order that art students develop into qualified art teachers, the administration at Montclair State College decided to expose them to the world of the art professional. As well, the art student became familiar with his future area of concern both as a teacher in the school and with society in America. (Author/RK)

Describes art teachers as creative and humanistic people with a dislike for cognitive approaches to art. Most are products of university art departments, where students are encouraged to manipulate forms rather than ideas. The author proposes an art education program emphasizing aesthetic literacy, skills of art criticism, and social relevance.…

In this keynote address to the 1980 National Art Education Association National Convention, the author suggests a redirection of art education. He proposes a redefinition of the scope and purpose of art education, outlines a dialog curriculum for aesthetic literacy, and considers ways of dealing with the arts bureaucracy. (SJL)

Considers recent changes in issues and strategies of art criticism and how these relate to computer-generated images and computer assisted instruction. These changes both reflect and inhabit the decentered, fragmentary, and flexible postmodernist vision. Preservice art teachers should become familiar with these changes. (MJP)

Describes the development and impact of a fine arts high school graduation requirement. Discusses how music, drama, and art teachers relinquished some of their independence to form a fine arts department. Includes six strategies that might be used to institute a fine arts graduation requirement in other schools. (CFR)

Contends that, as rapid social change and new technology change society, aesthetic considerations become more important. Discusses issues related to using computers and other educational technology in art education programs. Concludes that the overall importance of art education will increase with the expansion of the information age. (CFR)

Considers the career and accomplishments of Colonel Wayland Parker, a late-19th-century educator and reformer. Parker worked to establish art education as an essential part of every school's curriculum. He proposed integrating art into all of the daily subjects and recommended the establishment of studio and workshop spaces. (MJP)

This article, the tenth in an occasional series on past treatments of major issues in arts education policy from antiquity through the twentieth century, discusses philosopher Avicenna's view that art's aesthetic value bestows intrinsic public benefits sufficient to command community support of the arts. By exploring Avicenna's comparison of the…

Describes a Victoria University (Australia) program that combines art history, computer graphics, and studio practice. Discusses the social applications of technology, the creation and manipulation of computer imagery, and the ways that these impact traditional concepts of art. The program has proven particularly successful with female students.…

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)

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.…

Proposes several philosophical, aesthetic, and sociological foundations for the promotion of Canadian music education. These include approaches incorporating ideas from naturalism, idealism, realism, and pragmatism. Provides a broad discussion of the social, cognitive, and educational functions of music and their adaptability to interdisciplinary…

Criticizes the traditional approach to art education that emphasizes formal properties such as line, color, and shape. Proposes that teachers develop student abilities to go beyond the visual level of artworks and gain access to the complexity of meanings that art possesses. Includes contemporary art examples and corresponding analyses. (MJP)