This article discusses strategies to decolonize the classroom through changes in course structure that place postcolonial scholarship into dialogue with emerging scholarship that seeks to unsettle settler colonialism. This pedagogical approach interrogates the very structure of traditional art history to critically explore how systemic…

Traditionally, the learning of arts in the Estonian primary school has meant completion of practical assignments given by the teacher. The new national curriculum for basic school adopted in 2010 sets out new requirements for art education where the emphasis, in addition to practical assignments, is on discussion and understanding of art. The…

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)

Many students leave high school with little knowledge of our artistic heritage. While this is partly because of low exposure to art classes, another reason can be found in the lack of training in art history among art teachers. Recommendations for increased training in art history are made. (IS)

Discusses the differences and goals of four areas: (1) art appreciation; (2) art history; (3) art aesthetics; and (4) art criticism. Offers a definition of art appreciation and information on how the view of art appreciation in education has changed over time. (CMK)

Discusses the history of modern art and the emergence of post-modernism, assessing the implications for art education. Stating that viewers must be culturally literate to comprehend post-modern art, Parks argues that discipline-based art education will better prepare students to deal with the images, issues, and ambiguity they will be confronted…

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…

Observes that time in many cultures is viewed as cyclical in nature, and is perpetualized in rituals and the art forms that surround them. Argues that, if art education aims to promote understanding among cultures, it must consider works of art, techniques, and meanings not only in geographic and racial contexts but in temporal ones as well. (KM)

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)

Examines the development and evolution of discipline-based art education (DBAE) from its inception in the early 1980s to its current practice. Maintains that the movement's success comes from the support and acceptance of educators in the field. Discusses the recent integration of DBAE and multicultural education. (MJP)

Discusses the curriculum model developed by the Art Team, a part of the International Project Division at Arizona State University, that provided technical advice on preservice training for art teachers in Turkey. Provides an example of the model's success in which the students used exploratory art criticism to examine a tapestry. (CMK)

The feature article of this issue of Translations: "Educational Reform and Its Connection to Art Instruction: Art and Writing" (James Blasingname) presents the history and purposes of art education. This purpose falls within the broadly stated "Art for Life's Sake." The editors chose articles that "promote research on how people grapple with life…

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.…

Discusses three types of distance in art education that should be bridged: (1) between studio art and art criticism/history; (2) between thinking in images and thinking in words; and (3) between art and culture in cognition. Recommends a curriculum to integrate studio work with criticism and teach art along with culture. (CFR)