Learning in and through art : a guide to discipline-based art education /
This Handbook provides a practical, straightforward guide to the theory and practice of discipline-based art education. This comprehensive approach to art education has transformed the way students create and understand art; it also offers opportunities for relating art to other subjects as well as...
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| Format: | Book |
| Language: | English |
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Los Angeles, Calif. :
Getty Education Institute for the Arts,
©1998.
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Table of Contents:
- 1. Introduction
- Definition
- What is discipline-based art education?
- What are DBAE's general characteristics?
- What is not DBAE?
- Needs addressed by DBAE
- How are the goals of general education met?
- How are the goals of art education met?
- How are societal goals met?
- The policy context
- What opportunities does education reform provide?
- What is the effect on national standards?
- What Is the influence of state frameworks?
- Historical evolution
- What early rationales influenced art education?
- What were the precursors?
- How has DBAE developed in the 1980s and 1990s?
- 2. The disciplines of art
- Art-making
- What is the role of art-making?
- How do the other art disciplines integrate with art-making?
- What issues can students explore in art-making?
- Art criticism
- What are the function of art criticism?
- How has art criticism evolved as a field?
- What issues can students focus on in art criticism?
- Art history
- What contribution does art history make?
- How has the study of art history changed?
- What types of inquiry are conducted in art history?
- Aesthetics
- Why is aesthetics a foundational discipline?
- What is the philosophical tradition in aesthetics?
- How can students become engaged with aesthetics?
- 3. Features
- Disciplinary lenses
- How do the disciplines provide different perspectives on art?
- What are the sources for the disciplinary perspectives?
- How do the disciplines overlap and interact?
- Program requirements
- Why is arts advocacy necessary?
- What do versions of DBAE have in common?
- Why is administrative support essential?
- Professional roles
- What are the roles of art specialists and classroom teachers?
- How can discipline experts augment instruction?
- What are the contributions of museum educators?
- Performance assessment
- Why is student achievement the bottom line?
- How can teacher effectiveness be determined?
- What does overall program evaluation reveal?
- 4. Resources
- Program choices
- What basic program resources are needed?
- Should schools use commercial or "homemade" curricula?
- How is pluralism in art and curriculum choice supported?
- Community resources
- What do museums and community arts organizations contribute?
- What roles can parents and policy makers play?
- What opportunities exist for school-to-work linkages?
- Professional development
- Why is preservice preparation important?
- How has professional development evolved?
- What are the resources in the literature of art education?
- 5. The future of DBAE
- An approach still evolving
- Who is responsible for developing DBAE?
- Why is DBAE, like art itself, necessarily open-ended?
- What is the role of new ideologies?
- Interdisciplinary study
- Why is integration of subject fields a priority?
- How does DBAE facilitate interdisciplinary studies?
- What about the performing arts?
- A vision of success
- What constitute "best practices" in the classroom and school?
- What is the promise of electronic technologies for the future?
- What are the aspirations for DBAE?