Art History, Art Criticism, and Art Production: An Examination of Art Education in Selected School Districts, Volume I: Comparing the Process of Change Across Districts
Jan 1, 1984
An Examination of Art Education in Selected School Districts, Volume II: Case Studies of Seven Selected Sites
Prefatory Material and Part I
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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.
The Arts, Language, and the Schools
Why Art in Education and Why Art Education?
Introduction And Summary
Theory Into Practice: The Whitehall Story
The District That Could: Art Curriculum Implementation in Hopkins, Minnesota
Art Education in the Palo Alto Public Schools
An Illinois Pair: A Case Study of School Art in Champaign and Decatur
Another View from the Bridge: School Art Programs in Brooklyn District 15
Diversity and Innovation: Art Education in the Milwaukee Public Schools
Tight Structure, Discipline, and Quality: Art Education in Virginia Beach
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