Details a scope and sequence for art education, emphasizing art criticism and aesthetics. It is presented as an alternative for the more common curriculum, which uses art production as a means to personal development. Notes that most teachers are more comfortable in teaching the "production end" of art rather than art criticism and aesthetics due…

Inquiry in art is proposed as a model of the predominantly cognitive behaviors that are involved in producing visual art. The model behaviors are: set a direction, discover, visually analyze, classify, personalize, hypothesize, reorder, synthesize, and evaluate. These behaviors provide the basic structure for a teacher questioning strategy…

This article maintains that the recent discussion over discipline-based art education will force art educators to start making sense out of aesthetics. Concludes that for aesthetics to be taught, it has to be understandable and relevant in such diverse contexts as teacher education and art lessons for six-year-olds. (JDH)

Discipline-based curriculum development efforts in art seek to translate Barkan's theoretical recommendations into practice. One such effort--the discipline-based art education framework of Greer--is discussed. (Author/RM)

If art education is to be a required subject, it needs validation. Needed is an art curriculum development project, similar to 1960 projects in math and physics, that is sponsored by an agency respected both by the academic and school establishments and by the general public. (Author/RM)

This article (1) discusses the characteristics of discipline-based art education; (2) compares these characteristics with those of current practice in the public schools; (3) examines the national standards for art teacher education programs; and (4) makes recommendations for changes in art teacher education programs. (Author/RM)

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)

The discipline-based view of art education requires that students progress in all of the four domains of art learning: art history, art criticism, aesthetic appreciation, and creative production. Evaluation methods in each of these domains are discussed. (RM)

A Canadian art educator remarks on three aspects of discipline-based art education (DBAE): (1) the nature and scale of the Getty Institute for Educators on the Visual Arts; (2) perceived problems in the development and implementation of DBAE projects currently under way; and (3) the possibility of establishing DBAE. (Author/RM)

Serious arts education should begin early and continue. Five regional conferences on arts education reinforced the necessity for defining educational goals and realizing them through curricula, resources, and evaluation. To be effective, the National Endowment for the Arts must act in partnership with those immediately involved in arts education.…

Discussed are the fundamental principles and the origins of discipline-based art education. (RM)

The seminar's major theme was that art education is a discipline in its own right. It was concluded that the art curriculum can be both structured and disciplined, with the goals of art instruction determined from the characteristics of the discipline rather than of children at various stages of development. (Author/RM)

The focus of discipline-based art instruction is on art within general education and within the context of aesthetic education. Four disciplines--aesthetics, studio art, art history, and art criticism--are taught by means of a formal, continuous, sequential, written curriculum across grade levels, in the same way as other subjects. (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,…