KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ARED 7706
Department Visual Art
Degree Title (if applicable) Master of Arts in Teaching Art Education
Proposed Effective Date Summer 2009
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ___ARED 7706_____________________________
Course Title _Theory & Criticism in Art Education ________________
Credit Hours 3
Prerequisites ARED 6200L & ARED 7702
Description (or Proposed Degree Requirements)
Candidates will understand theory and criticism in art education by researching, critically
reading and interpreting works of art within a historical/cultural context. Theories and
models of contemporary art education practice are explored, which strengthen the respect
proper to all classroom diversities. In addition to on-line course work, classroom work is
required to carry out directed activities.
III.
Justification
The proposed Master of Arts in Teaching Art Education program will prepare high
quality art teachers with advanced content knowledge and expertise in teaching and
learning, to help meet the critical teacher shortage in the state of Georgia. It will also
help school districts respond to the No Child Left Behind Act of 2001. The MAT
program also responds to the demand for a career path for artists who desire to teach.
The societal need for this program can be exemplified by the scores of individuals (that
meet the target student description of BA or BFA graduates) who call/email the KSU art
education advisors almost daily. These potential and/or provisional employees of public
schools are in search of the most immediate way to satisfy the requirements for
certification in the state of Georgia. The Georgia Professional Standards Commission
will no longer evaluate transcripts for the certification process and depend upon
universities to certify art teachers to accomplish this task for the educational system.
IV.
Additional Information (for New Courses only)
Instructor:Dr. Bird
Text: See Attached Syllabus
Prerequisites: ARED 6200L & ARED 7702
Objectives: See Attached Syllabus
Instructional Method: See Attached Syllabus
Method of Evaluation: See Attached Syllabus
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Art Education
ARED 7706
Theory in Art ________________________
3-0-3
Summer 2008
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
College of the Arts
Department of Visual Arts
ARED 7706
Theory & Criticism in Art Education
Dr. Sandra Bird
I.
II.
Course: ARED 7706 Theory & Criticism in Art Education
Department of Visual Arts
Kennesaw State University
Spring Semester I
II.
Instructor: Dr.Sandra Bird
Office in VA 232
Office phone: 770-423-6435
Email: sbird@kennesaw.edu
Office hours: MW 2 to 3, or by appointment
III.
Class Sessions:
T/TH – 5:00 to 7:45 in VA 222
IV.
Texts (required):
National Art Education Association’s 1992 “Point of View Series” selections:
Aesthetics: Issues and Inquiry by Louis Lankford (#214)
Art History: A Contextual Inquiry Course by Virginia Fitzpatrick (#213)
History, Theory and Practice of Art Criticism in Art Education by Jim Cromer (#242)
Anderson, T. & Milbrandt, M. (2005). Art for Life: Authentic Instruction in Art. Boston:
McGrawHill.
Some readings/research will be available via internet.
Additional readings will be copied and distributed to students.
V.
Catalog Description:
Candidates will understand theory and criticism in art education by researching, critically reading and
interpreting works of art within a historical/cultural context. Theories and models of contemporary art
education practice are explored, which strengthen the respect proper to all classroom diversities. In
addition to on-line course work, classroom work is required to carry out directed activities.
VI. Purpose/Rationale:
The purpose of this course is to elucidate the disciplines of “art talk” and to introduce candidates to
materials and methods of teaching art history, criticism and aesthetics in the P-12 art curriculum. This
course is designed to prepare prospective art teachers to be able to develop instructional materials for a
quality art program that meets the required Visual Arts Quality Core Curriculum for the State of Georgia.
The knowledge base for the course is derived from the guidelines established by the National Art
Education Association regarding art disciplines that emphasize response to art.
VII.
Conceptual Framework Summary & Related Standards & Requirements
Collaborative Development of Expertise in Teaching and Learning.
The Kennesaw State University teacher education faculty is committed to preparing teachers who
demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher education
community strongly upholds the concept of collaborative preparation requiring guidance from
professionals inside and outside the university. In tandem with this belief is the understanding that
teacher expertise develops along a continuum which includes the stages of pre-service, induction, inservice, and renewal; further, as candidates develop a strong research-based knowledge of content and
pedagogy, they develop their professional expertise in recognizing, facilitating, assessing, and evaluating
student learning.
While completing your graduate program at Kennesaw State University, you are required to be involved
in a variety of leadership and school-based activities directed at the improvement of teaching and
learning. Appropriate activities may include, but are not limited to, attending and presenting at
professional conferences, actively serving on or chairing school-based committees, attending PTA/school
board meetings, leading or presenting professional development activities at the school or district level,
and participating in education-related community events. As you continue your educational experiences,
you are encouraged to explore every opportunity to learn by doing.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: pre-service,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that
the concept of expertise is central to analyzing the teaching-learning process, the teacher education
faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers
and teacher leaders. Researchers describe how during the continuum phases teachers progress from being
Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their
teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued
development.
The knowledge base for methods of teaching students who are English language learners continues to develop
rapidly. Current directions include SIOP, differentiated instruction, and content-area learning strategy instruction.
The field draws on research literature from foreign language, cultural responsiveness, psychology and ESOL. The
emphasis in this class will be on developing skills in application of research-based best practices, documenting
impact on student learning, and reflective practice.
Technology Standards
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning and
meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with
opportunities to explore and use instructional media, especially microcomputers, to assist teaching. They
will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio.
Candidates in this course will be expected to apply the use of educational technology in classrooms for
students in their classrooms. Specifically, candidates will use spreadsheet software to develop graphs,
charts, and tables, word processing to write papers, and e-mail to communicate with the instructors and
their peers.
Diversity Standards
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding
of differentiated strategies and curricula for providing effective instruction and assessment within
multicultural classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region,
giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on
cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases,
certification of disability is required. Please be aware there are other support/mentor groups on the
campus of Kennesaw State University that address each of the multicultural variables outlined above.
Professional Portfolio Requirements
A required element in each portfolio for the Graduate Program is the portfolio narrative. The purpose of
the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI
with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need
to include a narrative, which includes descriptive, analytic and reflective writing in which you reflect on
each of the proficiencies and how you make the case that the evidence you have selected in your portfolio
supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. The narrative should be
comprehensive, documenting research-based best practices. In this class you will do projects that have
been specifically designed to assist you in portfolio development. For example, you will create a
comprehensive, thematic unit consisting of at least 4 lesson plans for your final project in this class. A
videotaped lesson, along with critical analysis, is a required element for graduation from the Bagwell
College of Education. Therefore, attend carefully to the assignments in this course and how they will
assist you in meeting future college requirements.
Extensions.
Candidates should keep ongoing documentation of ways in which they extended their learning and skills
from this and other courses. For this course, this could include identifying students who gain access to
more art educational environments, actual changes implemented in the school as a result of the Building
Plan, changes in student behavior or learning that results from co-teaching, interactions with parents,
committees formed or served on related to art education, peer mediated strategies implemented in your
class or other classrooms, workshops on co-teaching conducted at the school, the establishment of
additional co-teaching teams at your school and etc.
Graduate Field Experience Requirements
While completing your graduate program at Kennesaw State University, you are required to be involved
in a variety of leadership and school-based activities directed at the improvement of teaching and
learning. Appropriate activities may include, but are not limited to, attending and presenting at
professional conferences, actively serving on or chairing school-based committees, attending PTA/school
board meetings, leading or presenting professional development activities at the school or district level,
and participating in education-related community events. As you continue your educational experiences,
you are encouraged to explore every opportunity to learn by doing.
VIII. Accessibility and Accommodations
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (770-423- 6443) and develop an individual assistance plan. In some cases,
certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State University
that address each of the multicultural variables outlined above. For more information contact the Student
Life Center at 770-423-6280.
The effect of culture is a key component of understanding special education. Consideration of the impact
of socioeconomic and cultural differences on identification, assessment, intervention, and service delivery
will be considered.
IX. Goals and Objectives
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a
developmental and collaborative process. Research for the past 25 years has described this process in
increasingly complex terms. Universities and schools must work together to successfully prepare teachers
who are capable of developing successful learners in today’s schools and who choose to continue their
professional development. Candidates in this course are expected to perform at the Advanced or Teacher
Leader level of performance. (See CPI: Graduate Performance Outcomes.)
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a
developmental and collaborative process. Research for the past 25 years has described this process in
increasingly complex terms. Universities and schools must work together to successfully prepare teachers
who are capable of developing successful learners in today’s schools and who choose to continue their
professional development. As a result of the satisfactory fulfillment of the requirements of this course,
the student will demonstrate a broad base of Knowledge, Skills and Dispositions.
Knowledge (Subject Matter Expert)
1. Describe and incorporate the essential inter-relatedness of aesthetics, art criticism and
2. Develop an understanding of the philosophical and social foundation underlying art in
education and the ability to express a rationale for personal attitudes and beliefs.
3. Articulate the major art theories in history and reflect on current applications in the
contemporary classroom.
4. Develop an understanding of how history, criticism and aesthetic enhance production
activities at the grade levels P-12.
Skills (Facilitator of Learning)
history.
1. Make aesthetic, historical or critical instructional decisions using national, state and local
standards in art education.
2. Understand and develop methods and executive routines for “art talk” for target populations,
within the context of a learning community and individually.
3. Understand and develop critical and aesthetic analyses of works of art for target
populations,within the context of a learning community and individually.
4. Demonstrate a mastery of methods and materials for teaching art criticism and aesthetics at grade
levels P-12.
5. Demonstrate a mastery of methods for teaching art history at grade levels P-12.
6. Assess practical applicability of “art talk” in published art curriculum produced by museum
education departments and art education publishers.
Dispositions (Collaborative Professional)
1. Demonstrate skill in researching information needed for the development of content rich analyses
and lesson activities.
2. Cooperate with peers to create/experiment with engaging student activities.
3. Work independently to create/experiment with engaging student activities.
X. Evaluation of Student Outcomes
A.) Class Participation/Attendance – Students are expected to attend class and to actively engage in
classroom activities. Participation requires more than attendance. Candidates, like the instructors, are
expected to come to class meetings thoroughly prepared. “Thoroughly prepared” is defined as having the
readings well enough to verbally and in writing state the definitions of terms from the readings; discuss
ideas, notions, concepts, issues, and procedures in relation to previous information presented in class or in
previous readings; and apply the information from the readings to problems. It also implies the
Candidates have reviewed information from the previous class meetings. Your participation grade will be
calculated based upon your ability to meet these requirements, as well as an evaluation facilitated through
reflection sheets which will address various issues presented during class periods. Students will
complete reflection sheets following small group discussions. Students who are not in attendance during
small group discussions and activities will not be allowed to make up those activities since the outcome of
discussions and activities relies on group interaction. Students will complete a series of writings during
the semester in which they reflect on various readings and assignments and begin to develop their ideas
and philosophy of teaching. It is also required that all assignments be turned in on time. Cooperative
learning group activities in class will enable Candidates to apply new skills and knowledge. Each
Candidate has something unique to contribute to the class experience that will facilitate the learning of
other class members. As a teacher, you will be responsible for educating all students, including those with
disabilities and those who are culturally and linguistically diverse. Together, we will work to prepare you
for this challenge! Please note: Negative and disruptive comments/behavior does not count as
participation. This does not mean that you cannot disagree; however, disagreements must be
handled in a professional manner.
B) Interactive historical timelines : Each group of candidates will work cooperatively to create an
interactive timeline based on an artist of their choice. The goal will be to create a product that can be
used by a target population to explain researched contexts in history regarding an individual artist. A
rubric will be provided.
C) “Art Containers": During the semester, students will create an art container which infuses history,
criticism and aesthetics into the P-12 classroom. The "container" will be created to enhance learning in
art history and criticism/aesthetics. Complete information about the construction of these "containers"
will be presented during the semester. A rubric will be provided.
D) Lessons for study: Each student will develop two lessons for study which incorporate and utilize art
history, art criticism and aesthetic through a variety of instructional strategies. These lessons will be
adaptable for elementary, middle and high school. Candidates will use the systematic format for these
lesson plans. A rubric will be provided.
E) Presentations of original unit work – Students will present the developed art container and the
accompanying lessons at the end of the semester using visual/technical aides , providing visual reference
of the exemplars, and briefly elucidating the various systematic lessons . A rubric will be provided.
XIV.
Evaluation and Grading
Assignments
Points
Course Objectives
Assessed
Class participation/Attendance
100 &100/
All K,S,D
200
Interactive timeline
100 for
K1, K4,S1, S2,
team &100
S3,S4,S5,D1,D2
for
individual
contrib./200
Art Container/contents
200 K1,K2,S1,S3,S$,S5,D1,D3
Systematic lessons designed for art container
50 each/
K1, K2, K4, S1, S2,
200
S3,S4,S5,D1,D3
Presentations of original work
200
K1, K2,S4, S5, D1
Total
1000
Grades will be assigned as follows:
900-1000
A
800-890
B
700-790
C
600-690
D
500-590
F
General Guidelines and Standards for Written Assignments
1.
All assignments must be typed, double spaced, with 1” margins on both sides using 12 point
Times New Roman font.
2.
All assignments must be checked for spelling and grammar prior to handing in work to
instructors. Failure to check can affect an assignment grade.
3.
Confidentiality of students, settings, and teachers is required. All identifying names and
information should be omitted from your written work and discussions – use pseudonyms.
4.
Late assignments are unacceptable without making prior arrangements with the instructors.
5.
The instructors expect quality writing not quantity. Eliminate jargon and hyperbole and focus on
clearly stating your point.
6.
Examine the language you use within your assignments and move towards the use of person first
7.
language; removing the focus on a person’s behavior or disability by stating the person first, i.e.,
"a person with a disability" instead of "a disabled person."
Avoid judgmental statements and focus on the facts when writing about students and colleagues.
As teachers we need to put our own biases and opinions aside and view each person as a capable
and valuable human being.
APA STYLE: The American Psychological Association is the standard used for bibliographic references
and citations in special educational and ESOL literature. This is the format used in the text. Attention to
sequence of data, capitalization and punctuation is essential. The APA style manual (5th ed.) can be
found in the reference section of Sturgis Library. The reference librarians can assist you. APA style tips
can also be found online at, for example, http://www.apastyle.org/styletips.html
ACADEMIC HONESTY: Every KSU student is responsible for upholding the provisions of the Student
Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student
Code of Conduct addresses the University's policy on academic honesty, including provisions regarding
plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student identification
cards. Incidents of alleged academic misconduct will be handled through the established procedures of the
University Judiciary Program, which includes either an "informal" resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code
of Conduct's minimum one semester suspension requirement.
The student is reminded to consult pp. 201-219 of the 2006-2007 KSU Graduate Catalog for the
University's policy. Any strategy, which has the appearance of improving grades without increasing
knowledge, will be dealt with in accordance with the University's policy on academic honesty. In
addition, students in the graduate program in special education are held accountable by the Georgia
Professional Code of Ethics for Educators (http://www.doe.k12.ga.us/informationresources/ethics.html)
and the Council for Exceptional Children's (CEC) Code of Ethics for Educators of Persons with
Exceptionalities (http://www.cec.sped.org/ps/code.htm#1).
ADA STATEMENT: Students with disabilities are responsible for registering with the Office of Student
Disabilities Services in order to receive special accommodations and services. Please notify the instructor
during the first week of classes if a reasonable accommodation for a disability is needed for this course.
A letter from the KSU Disability Services Office must accompany this request.
CLASS ATTENDANCE AND PARTICIPATION: Students are expected to attend all class sessions
and be active participants in the learning process. This class includes presentations by professionals from
other disciplines and class attendance is essential for participation in development of a multi-disciplinary
perspective. Class activities will include discussion, role playing and group collaborative activities
requiring the participation of all students. Students have many experiences and skills, which they can
share to facilitate everyone's learning. Evaluation will include attendance, communication and
collaboration skills demonstrated during class.
DISRUPTIVE BEHAVIOR: The University has a stringent policy and procedure for dealing with
behavior that disrupts the learning environment. Consistent with the belief that your behavior can
interrupt the learning of others, behavior that fits the University's definition of disruptive behavior will
not be tolerated. (See Campus Policies and Procedures pp. 201-219 and p. 210 of the 2006- 2007 KSU
Graduate Catalog).
HUMAN DIGNITY: The University has formulated a policy on human relations that is intended to
provide a learning environment, which recognizes individual worth. That policy is found on p. 216 in the
2006-2007 KSU Graduate Catalog. It is expected, in this class, that no Professional should need
reminding but the policy is there for your consideration. The activities of this class will be conducted in
both the spirit and the letter of that policy.
RELIGIOUS OBSERVANCES: Students who anticipate the necessity of being absent from class due to
the observation of a major religious observance must provide notice of the date(s) to the instructor, in
writing, by the second class meeting.
REFEREED JOURNAL: A refereed journal utilizes a panel of reviewers to select articles with
appropriate content and research design for inclusion in the journal. A list of examples of refereed
journals in the field is included here:
Studies in Art Education
Art Education
GLOSSARY OF TERMS: Each student is encouraged to keep an on-going glossary
of terms throughout the semester. The development of a glossary should help to facilitate greater
understanding of information presented in class and in the assigned readings. This is not a required
assignment, but may be a portfolio item.
Websites:
Georgia Quality Core Curriculum Standards In Visual Art and Music http://www.glc.k12.ga.us/qcc/
Georgia Learning Connections website www.glc.k12.ga.us
NAEA website www.naea-reston.org
National Art Education Standards http://artsedge.kennedy-center.org/teach/standards/
Tentative Course Outline
**This outline provides a guide for the sequence of topics in this course. Deviations may be
necessary. **
Week
Topic
Texts/Chapters
1
Introduction/Syllabus/
PTEU Conceptual
framework
Discipline Based Art
Education or
Comprehensive Arts
Education model
Georgia QCC and
National Standards
Anderson and
Milbrandt- Chapter
1- Art for Life:
Conceptual and
Cultural
Foundations
2
Historical and
Philosophical Survey
Historical and
Philosophical Survey
Cromer – Chapters
1-3
Cromer – Chapters
4-6
3
Assignments Due
Reflections/ worksheets
Reflections/ worksheets
Reflections/worksheets
4
Postmodern
Practices
Anderson and
Milbrandt- Chapter
3 – Art Education
and Visual Culture
Reflections/ worksheets
5
The Discipline of
Aesthetics
Lankford - Chapters
1-3
Reflections/ worksheets
Anderson and
Milbrandt – Chapter
5 - Aesthetics
Reflections/ worksheets
Anderson and
Milbrandt – Chapter
6 – Art Criticism
Reflections/ worksheets
The Applications of
Art Criticism in the P12 art classroom
The Discipline of Art
History
Exploration of
Commercial
Curricula
Lankford – Chapters
3-6
Reflections/ worksheets
Fitzpatrick –
Chapters 1-3
Anderson and
Milbrandt- Chapter
7 – Art History
Reflections/ worksheets
11
Timeline cooperative
work
Reflections/ worksheets
12
Timeline cooperative
work
13
Timeline cooperative
work and
presentations
The Applications of
Art History in the P12 art classroom
Problems with “art
talk” in the P-12
classroom
Cooperative and
independent
research
Cooperative and
independent
research
Cooperative and
independent
research
Fitzpatrick –
Chapters 4-6
Catalogs and other
materials for
inclusion of “art
talk” in the P-12
classroom
Reflections/ worksheets
6
7
8
9
10
14
15
The Applications of
Aesthetics in the P12 art classroom
The Discipline of Art
Criticism
Reflections/ worksheets
Reflections/ worksheets
Reflections/ worksheets
Reflections/ worksheets
16
Presentations
Presentation of completed
individual lessons and art
container
17
Presentations
Presentation of completed
individual lessons and art
container
References
Alexander, K. & Day, M. (1991). Discipline-Based Art Education: A Curriculum Sampler. Santa
Monica, CA: Getty Center for Education in the Arts.
Anderson, T. (1988). A Structure for Pedagogical Art Criticism. Studies in Art education 30(1): 28-38.
Bates, J. (2000). Becoming an Art Teacher. Belmont, CA: Wadsworth/Thomson Learning.
Beardsley, M. (1966). The Aesthetic Problem of Justification. Journal of Aesthetic Education 1(2), 29-39.
Broudy, H. (1972). Enlightened Cherishing: An Essay on Aesthetic Education. Urbana: University of
Illinois Press.
Chalmers, F. G. (1996). Celebrating Pluralism: Art, Education, and Cultural Diversity. Los Angeles:
The J. Paul Getty trust.
Chapman, L. (1978). Approaches to Art Education. New York: Harcourt Brace Jovanovich.
Cromer, J. (1991). History, Theory, and Practice of Art Criticism. Reston, VA: NAEA.
Dewey, J. (1934). Art as Experience. New York: Minton Beach.
Effland, A. (1990). A History of Art Education: Intellectual and Social Currents in Teaching the Visual
Arts. New York: Teachers College Press.
Eisner, E. (1985). The Educational Imagination: On the Design and Evaluation of School Programs
(2nd. Ed.). New York: Macmillan.
Erickson, M. (1988). “Teaching Aesthetics K-12.” In Steve Dobbs (ed.). Research Readings for
Discipline-Based Art Education. Reston, VA: NAEA.
Getty Center for Education in the Arts. (1986). Beyond Creating: The Place for Art in America’s
Schools. Los Angeles.
Heberholz, D & Heberholz, B. (1990). Developing Artistic and Perceptual Awareness. Dubuque, IA:
William C. Brown.
Hurwitz, A & Madeja, S. (1977). The Joyous Vision: A Source Book for Elementary Art Appreciation.
Englewood Cliffs, NJ: Prentice-Hall.
Kaelin,E. (1990). The Construction of a Syllabus for Aesthetics in Art Education: Art Education 43(2),
22-34.
McFee, J. & Degge, R. (1980). Art, Culture, and Environment. Dubuque, IA: Kendall-Hunt.
National Art Education Association. (1986). Quality Art Education. Reston, VA: NAEA.
Reiser, R. & Dick,W. (1996). Instructional Planning: A Guide for Teachers. Needham Heights, MS:
Allyn & Bacon.
Tiedt, P.L. & Tiedt, I.M. (1989). Multicultural Teaching: A Handbook of Activities, Information and
Resources (3rd. Ed.). Boston: Allyn & Bacon.
Wachowiak, F. & Clements, R. (1997) Emphasis Art: A Qualitative Art Program for Elementary and
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