Maintains that visual images of people contribute to how people perceive themselves and others. Explores ramifications of this under social conditions where pornography is evident and accessible. Examines definitions of pornography. Applies critical theory to art education, stressing that art educators should identify and critically study artworks…

Proposes using feminist art criticism, rather than the modernist emphasis, to teach art criticism. Outlines three goals for feminist art criticism: social analysis, political activism, and self-knowledge. Examines each goal and its complementarity, stressing a pluralistic approach. Maintains that such criticism promotes socially relevant learning.…

Traces major directions of feminist inquiry in the disciplines of art history, art criticism, and aesthetics. Explores how first- and second-generation feminist scholars have challenged the canon of each discipline and the understanding of art traditionally produced. Draws implications for art education in curriculum development and teacher…

Examines empowerment as an art education goal from a feminist perspective. Challenges Elliot Eisner's cultural capital theory, arguing that it disempowers students by homogenizing culture. Identifies three goals by which a feminist conception of art education celebrates cultural diversity and empowers students with personal autonomy and critical…

Maintains that time and money are significant variables affecting the way art is taught. Reports on a survey of elementary art teachers. Finds that the teachers perceive themselves to be undervalued, have little planning time, and are provided with limited budgets to achieve educational objectives. (CFR)

Contrasts recent views of learning and cognition with cognitive learning theories of the late 1950s and early 1960s. Maintains that Jerome Bruner's spiral curriculum approach, still valuable, is not sufficient to explain cognitive development. Proposes a lattice-like cognitive development structure, inviting differing paths of exploration. (CFR)

Reports on a study of 212 first-year members of the National Art Education Association to discover the nature and extent of preservice preparation to teach art to students with disabilities. Finds that most felt unprepared to teach art in mainstreamed, integrated classrooms. (CFR)

Explores a redefinition of student teaching in art education with three examples of collaboration between classroom teachers and college art educators. Finds that collaborative methods are useful in the organization of student-teacher programs but that problems arise from time constraints. (CFR)