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Author: Milbrey Wallin McLaughlin Publisher: ISBN: Category : Art Languages : en Pages : 32
Book Description
This study attempts to discover (1) the factors that generate support for a strong, substantive art education program in a district's curriculum, and (2) what factors influence the willingness and ability of school districts and teachers to carry out and maintain a discipline-based art education that strives for balance among the historical, critical, and productive domains of the visual arts. It uses case studies of seven sites (Whitehall, Ohio; Hopkins, Minnesota; Palo Alto, California; Decatur and Champaign, Illinois; Brooklyn, New York; Milwaukee, Wisconsin; and Virginia Beach, Virginia). As a group, the case studies illustrate the importance of support from school board members, superintendents, and principals, of a written curriculum, and of in-service training. They provide examples of school-museum collaboration, and dispel the notion that systematic instruction compromises or constrains individual creativity.
Author: Milbrey Wallin McLaughlin Publisher: ISBN: Category : Art Languages : en Pages : 32
Book Description
This study attempts to discover (1) the factors that generate support for a strong, substantive art education program in a district's curriculum, and (2) what factors influence the willingness and ability of school districts and teachers to carry out and maintain a discipline-based art education that strives for balance among the historical, critical, and productive domains of the visual arts. It uses case studies of seven sites (Whitehall, Ohio; Hopkins, Minnesota; Palo Alto, California; Decatur and Champaign, Illinois; Brooklyn, New York; Milwaukee, Wisconsin; and Virginia Beach, Virginia). As a group, the case studies illustrate the importance of support from school board members, superintendents, and principals, of a written curriculum, and of in-service training. They provide examples of school-museum collaboration, and dispel the notion that systematic instruction compromises or constrains individual creativity.
Author: Milbrey Wallin McLaughlin Publisher: ISBN: Category : Art Languages : en Pages : 92
Book Description
This report conveys the findings from a cross-site analysis of seven school districts that were implementing a discipline-based approach to visual arts education. A discipline-based approach incorporates four art disciplines in the classroom--art history, art criticism, aesthetics, and art production. The study sought to identify the factors that generate support for a strong, substantive art education program in a district's curriculum, and what factors influence districts and teachers to maintain a discipline-based art education program. The study's findings suggest that to become "academically respectable" and support the factors necessary for change, a visual arts program must have these basic characteristics: an articulated conceptual base and a written, sequential curriculum that reflects this base.
Author: Publisher: ISBN: Category : Art Languages : en Pages : 448
Book Description
This study attempts to discover (1) the factors that generate support for a strong, substantive art education program in a district's curriculum, and (2) what factors influence the willingness and ability of school districts and teachers to carry out and maintain a discipline-based art education that strives for balance among the historical, critical, and productive domains of the visual arts. It uses case studies of seven sites (Whitehall, Ohio; Hopkins, Minnesota; Palo Alto, California; Decatur and Champaign, Illinois; Brooklyn, New York; Milwaukee, Wisconsin; and Virginia Beach, Virginia). As a group, the case studies illustrate the importance of support from school board members, superintendents, and principals, of a written curriculum, and of in-service training. They provide examples of school-museum collaboration, and dispel the notion that systematic instruction compromises or constrains individual creativity.
Author: Rand Corporation Publisher: ISBN: Category : Abstracts Languages : en Pages : 476
Book Description
Includes publications previously listed in the supplements to the Index of selected publications of the Rand Corporation (Oct. 1962-Feb. 1963)
Author: Stephen M. Dobbs Publisher: Oxford University Press, USA ISBN: Category : Art Languages : en Pages : 134
Book Description
Discipline-based art education (DBAE) is an approach to art education that draws upon four art disciplines: art production, art history, art criticism, and aesthetics. This handbook is designed to help art specialists and supervisors, classroom teachers, teacher educators, museum educators, and school administrators to understand and implement DBAE. The handbook is organized into nine sections, beginning with an introduction. Section 2 offers a general definition and rationale for the inclusion of DBAE art curricula in the general education of U.S. students. Section 3 defines the content of the four art disciplines that constitute the core of DBAE. Section 4 focuses upon the instructional materials that are used in teaching a DBAE program. Section 5 is a consideration of the roles and responsibilities of the different players in DBAE. Section 6 concerns the evaluation of curriculum and instruction. Section 7 provides a thumbnail sketch of some key issues for planning and carrying out a successful implementation of DBAE. Section 8 summarizes highlights of the literature on DBAE. The handbook concludes with section 9, which contains four appendices: three papers respectively called "The Four Art Disciplines", "Becoming Familiar with Works of Art"; and "The Getty Center for Education in the Arts"; and a selected bibliography. (DB)
Author: Julia Voss Publisher: Hatje Cantz Verlag ISBN: 3775750932 Category : Art Languages : en Pages : 710
Book Description
How is art criticism to be understood within an expanding artistic field? A look at its history and its manifestations within globalized conditions shows the variety of the genre, of the criteria and of the styles of writing. This reader is an attempt to bring a diverse range of art-critical voices and perspectives into conversation with each other, with texts from the 18th century to the present. The editors Beate Söntgen and Julia Voss have invited colleagues from various geographical and intellectual backgrounds to present and discuss the art critics of their choice, choosing one example from their respective bodies of work to comment upon. How have these writers approached art criticism? Which styles do they employ? What makes them extraordinary? What can we learn from their writings today, and why is it important in its contemporary context? BEATE SÖNTGEN (*1963) is professor of art history at Leuphana University Lüneburg. She studied art history, philosophy, and modern German literature in Marburg and Berlin. She is director of the DFG Research Training Group "Cultures of Critique: Forms, Media, Effects" and co-director of the program "PriMus - Doctoral Studies in Museums." JULIA VOSS (*1974) is an honorary professor at Leuphana University Lüneburg. She studied art history, modern German literature, and philosophy in Berlin and London. She is herself an art critic and journalist and was deputy head of the arts section of the Frankfurter Allgemeine Zeitung.
Author: Milbrey Wallin McLaughlin
Author: Milbrey Wallin McLaughlin
Author: Milbrey Wallin McLaughlin
Author: 
Author: 
Author: Rand Corporation
Author: Rand Corporation
Author: Stephen M. Dobbs
Author: Rand Corporation
Author: 
Author: Julia Voss