Found 21 document(s)
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Technocratic rationality emphasizes manipulation and control of variables, predictability of outcomes, and efficiency of means. Whether discipline-based art education represents an acquiescence to technocratic rationalit...
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A chronology of art education theories and programs from 1750 to 1982 is presented, and the limitations, biases, choices, and interpretations inherent in this chronology and in historical research and reporting in genera...
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Aesthetic perception must be taught if we expect students to use it. Within a given society, the creators and viewers of art are socialized to more or less agreed upon aesthetic codes and conventions. (Author/RM)...
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A cross-cultural, international perspective on art in education constitutes a humanistic activity that must allow for recognition of human commonalities and at the same time a respect for human differences. (RM)...
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Despite calls for change and numerous proposed alternatives, art education remains committed to the studio model. The retention of the status quo may be related to the economics of art studio materials and especially to ...
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Aesthetic education offers instructional methodologies and subject area content that make art an important part of general education. Instruction in this area should emphasize artistic heritage and appreciation as well a...