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Shaw, Ryan D. – Arts Education Policy Review, 2019
While policy formation frameworks are commonly used to understand public policy developments, scholars rarely have used them to reflect on arts education policies. Such analysis is important because it can assist both in identifying the genesis of past policies, including who the important actors are, how issues are framed and problematized, and…
Descriptors: Art Education, Educational Policy, Models, Policy Formation
Colwell, Richard – Arts Education Policy Review, 2019
As the title suggests, the author provides a description of an international effort to develop an understanding of the present depth and priority of arts policies. As arts policy is not limited to education but formulated at all levels of community, including unions, individuals, philanthropic organizations, and government agencies, policy often…
Descriptors: Art Education, Educational Policy, Educational Change, Accountability
Arts Education Partnership, 2017
"The Arts Leading the Way to Student Success: A 2020 Action Agenda for Advancing the Arts in Education" is a blueprint for systemic change and collective action. This Action Agenda outlines a set of goals and strategies by which the arts and education community can collectively respond to and inform high-priority areas of action needed…
Descriptors: Art Education, Equal Education, Educational Objectives, Academic Achievement
Peer reviewed
Field, Dick – Art Education, 1977
Descriptors: Art Education, Art Teachers, Educational Change, Educational Development
Peer reviewed
Zeller, Terry – Art Education, 1984
Suggestions for reforming K-12 art education are made. The arts must be seen as basic, not as extracurricular activities. Arts in the general education curriculum should teach content, concepts, and critical appreciation skills. An interdisciplinary approach to the arts should be used. (RM)
Descriptors: Art Education, Core Curriculum, Educational Change, Educational Improvement
Peer reviewed
Rodriguez, Carmen V. – Art Education, 1984
It is important to understand the biological, psychological, and social pressures facing modern adolescents in order to use art education as a uniting force in the evolution of education. These pressures are discussed and the role of art as a catalyst in adolescents' total education is examined. (IS)
Descriptors: Adolescent Development, Adolescents, Art Education, Cognitive Processes
Peer reviewed
Eisner, Elliot W. – Art Education, 1976
Descriptors: Art Education, Art Teachers, Educational Change, Educational Objectives
Peer reviewed
Forman, Bernard I. – Art Education, 1973
Considers developments in art education and the way social currents influence its practice. (RK)
Descriptors: Art, Art Education, Art Teachers, Behavior Change
Peer reviewed
Nuell, Leon R. – Art Education, 1973
Teacher makes a plea for more constructive attitudes toward art education and makes suggestions for formulating changes to improve the discipline. Also presents teacher reaction to his evaluation of the current status of art education. (RK)
Descriptors: Art Education, Art Teachers, Child Development, Critical Thinking
Peer reviewed
Anderson, James P. – Art Education, 1972
Author stresses the need to help children develop an appreciation of art and to avoid extremes in art education. (RK)
Descriptors: Art Appreciation, Art Education, Art Teachers, Educational Change
Peer reviewed
Stewart, William – Art Education, 1972
The chief characteristic of the visual arts as a humanity is that the focus is upon the individual. (Author)
Descriptors: Educational Change, Educational Objectives, Evaluation Criteria, Humanism
Peer reviewed
Brigham, Don L. – Art Education, 1989
Examines John Dewey's theory of the qualitative mind, showing how his thought illuminates the process of artistic creation. Exemplifies Dewey's theory by referring to the documented creative processes of master artists, Picasso, Moore, Giacometti, and Cezanne. Identifies attributes of the qualitative thinker and artist, and presents educational…
Descriptors: Art, Art Education, Educational Change, Educational Improvement
Peer reviewed
London, Peter – Art Education, 1988
Identifies three assumptions of art therapy which provide much of the rationale for the utility of art education. Stating that art is (1) a universal language which (2) enlivens the lackluster quality of life and (3) provides a heightened aesthetic sensibility, London presents these assumptions as serious alternative art education goals. (GEA)
Descriptors: Art Education, Art Therapy, Curriculum Development, Educational Change
Peer reviewed
Dilger, Sandra C. – Art Education, 1994
Asserts that the visual arts can play a unique role in reshaping education to address cultural diversity. Contends that models of multicultural education offer many alternatives for teachers. Concludes that continual inservice training is necessary to respond to constantly changing school populations. (CFR)
Descriptors: Art Education, Art Teachers, Cultural Interrelationships, Cultural Pluralism
Peer reviewed
Delacruz, Elizabeth Manley – Art Education, 1995
Maintains that multicultural art education theory and practice have been the subjects of debate and curriculum change in the past decade. Discusses six myths about multiculturalism. Concludes that multicultural education is a reconceptualization of who people are and what kind of people they want to be. (CFR)
Descriptors: Art Education, Art Teachers, Cultural Differences, Cultural Interrelationships