The Rembrandt Teaching Project: Promoting Multiple Literacies in Teaching and Learning

Art Education

Volumn 54, Issue 3, 2001, Pages 12-17

  Piro, Joseph M ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 12944310290     PISSN: 00043125     EISSN: 23255161     Source Type: Journal    
DOI: 10.2307/3193919     Document Type: Article

References (12)

1. Alexander, K., & Day, M., Eds. (1991). Discipline-based art education: A curriculum sampler. Santa Monica, CA: The Getty Center for Education in the Arts.
2. Beattie, D. K., (1997). Assessment in art education. Worcester, MA: Davis Publications.
3. Broudy, H., (1987). The role of imagery in learning. Los Angeles: The Getty Center for Education in the Arts.
4. Burns, E.J., (1998). When 1+1=1: An interartistic aesthetic for opera. Journal of Aesthetic Education, 21(1), 49–58.
5. Chanda, J., (1998). Art history methods: The options for art education practice. Art Education, 51 (5), 17–24.
6. Dobbs, S. M., (1997). Learning in and through art. A guide to discipline-based art education. Los Angeles: The Getty Center for Education in the Arts.
7. Eisner, E., (1998). The kind of schools we need. Portsmouth, NH: Heinemann.
8. From the brush of Rembrandt: Discoveries through discipline-based art education. (1999). New York, NY: School District 24.
9. New York State Learning Standards for the Arts (1996), New York State Education Department, Albany, NY.
10. Piro, J.M., (1997). School-museum collaboration: A passage to Asian study. Education about Asia, 2(2), 14–20.
11. Ryle, G., (1949). The concept of mind. New York: Barnes and Noble.
12. Soren, B., (1992). The museum as curricular site. Journal of Aesthetic Education, 26 (3), 91–101.