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1
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52849123018
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Adolescence and Art Education
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1932; reprint, Indianapolis: Bobbs-Merrill
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For discussions of these problems, see Thomas Munro, "Adolescence and Art Education," Art Education: Its Philosophy and Psychology (1932; reprint, Indianapolis: Bobbs-Merrill, 1956);
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(1956)
Art Education: Its Philosophy and Psychology
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Munro, T.1
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2
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84979191518
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Some Duties of a Theory of Educational Aesthetics
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November
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Harry S. Broudy, "Some Duties of a Theory of Educational Aesthetics," Educational Theory 1, no. 3 (November 1951), 190-98;
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(1951)
Educational Theory
, vol.1
, Issue.3
, pp. 190-198
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Broudy, H.S.1
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3
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33745325255
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Manual Barkan, Transition in Art Education: Changing Conceptions of Curriculum Content and Teaching
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October
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Manual Barkan, "Transition in Art Education: Changing Conceptions of Curriculum Content and Teaching, " Art Education 15, no. 7 (October 1962), 12-27;
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(1962)
Art Education
, vol.15
, Issue.7
, pp. 12-27
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6
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80054528110
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Munro, Adolescence
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Munro, Adolescence;
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8
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80054520634
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Transition in Art Education
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and Barkan, "Transition in Art Education. " Broudy's conception of an "exemplar approach to aesthetic education" was later identified with the teaching of art criticism.
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Broudy's Conception of An
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Barkan1
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9
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84869906192
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Barkan, "Transition in Art Education. "
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See Munro, "Adolescence and Art Education" and Barkan, "Transition in Art Education. "
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Adolescence and Art Education
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Munro1
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11
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80054567675
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Adolescence and Art Education and Broudy
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For the identification of art history with survey courses, see Munro, "Adolescence and Art Education" and Broudy, "Some Duties of a Theory. "
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Some Duties of A Theory
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Munro1
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19
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61149459531
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I say likely because often the sources are not credited
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I say "likely" because often the sources are not credited.
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20
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52849126379
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Englewood Cliffs, N. J, Prentice-Hall
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See Edmund B. Feldman, Art as Image and Idea (Englewood Cliffs, N. J. : Prentice-Hall, 1967)
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(1967)
Art As Image and Idea
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Feldman, E.B.1
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23
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84937181150
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From Procedures, to Principles, and Beyond: Implementing Critical Inquiry in the Classroom
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Summer
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For a more detailed discussion of the differences between these two concepts, see George Geahigan, "From Procedures, to Principles, and Beyond: Implementing Critical Inquiry in the Classroom," Studies in Art Education 39, no. 4 (Summer, 1998), 293-308.
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(1998)
Studies in Art Education
, vol.39
, Issue.4
, pp. 293-308
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Geahigan, G.1
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24
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84937327732
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Models of Critical Discourse and Classroom Discussion: A Critical Examination
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Fall
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Philosophers themselves have sometimes muddled this distinction. For further discussion, see George Geahigan, "Models of Critical Discourse and Classroom Discussion: A Critical Examination," Studies in Art Education 41, no. 1 (Fall, 1999), 6-21.
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(1999)
Studies in Art Education
, vol.41
, Issue.1
, pp. 6-21
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Geahigan, G.1
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25
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84937266697
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Conceptualizing Art Criticism for Effective Practice
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Fall
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In fairness to educators, philosophical accounts of criticism were sometimes ambiguous as well. For fuller discussion of this problem, see George Geahigan, "Conceptualizing Art Criticism for Effective Practice," Journal of Aesthetic Education 30, no. 3 (Fall 1996), 23-42.
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(1996)
Journal of Aesthetic Education
, vol.30
, Issue.3
, pp. 23-42
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Geahigan, G.1
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26
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2342538724
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Discipline-Based Art Education: Approaching Art as a Subject of Study
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Summer
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This misconstrual is widespread. For an example, see Dwaine W. Greer, "Discipline-Based Art Education: Approaching Art as a Subject of Study," Studies in Art Education 25, no. 4 (Summer 1984), 212-18.
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(1984)
Studies in Art Education
, vol.25
, Issue.4
, pp. 212-218
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Greer, D.W.1
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27
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0003996797
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Boston: D. C. Heath
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See John Dewey, How We Think (Boston: D. C. Heath, 1933).
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(1933)
How We Think
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Dewey, J.1
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29
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80052446858
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Discipline-based Art Education: Becoming Students of Art
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Summer
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Gilbert A. Clark, Michael D. Day, and Dwaine W. Greer, "Discipline-based Art Education: Becoming Students of Art," Journal of Aesthetic Education 21, no. 2 (Summer 1987), 130-31.
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(1987)
Journal of Aesthetic Education
, vol.21
, Issue.2
, pp. 130-131
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Clark, G.A.1
Day, M.D.2
Greer, D.W.3
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30
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0003424782
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Princeton: Princeton University Press
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Stephen Toulmin, Human Understanding (Princeton: Princeton University Press, 1972).
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(1972)
Human Understanding
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Toulmin, S.1
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31
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61149214525
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Compare this with the conception in which professional practitioners are considered a defining feature of a discipline; see Clark, Day, and Greer, "Discipline-based Art Education," 130-31.
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Discipline-based Art Education
, pp. 130-131
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Clark, D.1
Greer2
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33
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80054527957
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Discipline-based
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Clark, Day, and Greer, "Discipline-based Art Education," 138, 148;
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Art Education
, vol.138
, pp. 148
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Clark, D.1
Greer2
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37
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84928464415
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Art History in Discipline-based Art Education
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Summer
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Eugene Kleinbauer, "Art History in Discipline-based Art Education," Journal of Aesthetic Education 21, no. 2 (Summer 1987): 213.
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(1987)
Journal of Aesthetic Education
, vol.21
, Issue.2
, pp. 213
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Kleinbauer, E.1
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38
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84928463604
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Art Criticism in Discipline-based Art Education
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Summer
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Howard Risatti, "Art Criticism in Discipline-based Art Education," Journal of Aesthetic Education 21, no. 2 (Summer, 1987), 219.
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(1987)
Journal of Aesthetic Education
, vol.21
, Issue.2
, pp. 219
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Risatti, H.1
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40
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80054565606
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Anyone familiar with the literature of art criticism and art history knows that the two are closely intertwined. For example, one frequently encounters the writings of art critics in anthologies of art historical writings
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Anyone familiar with the literature of art criticism and art history knows that the two are closely intertwined. For example, one frequently encounters the writings of art critics in anthologies of art historical writings.
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44
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80054561396
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Educators are increasingly called upon to make such decisions with the current standards movement in education because national standards in art education, and many state and local standards reflect a DBAE like approach to art education
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Educators are increasingly called upon to make such decisions with the current standards movement in education because national standards in art education, and many state and local standards reflect a DBAE like approach to art education.
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