Search

Suggests that the growing interest in integrating the arts across the curriculum requires a change in the concept of cognition in the arts that is currently dominant, the "symbol systems" approach. Describes the "symbol systems" approach, its strengths, and its weaknesses. Suggests ways that art educators must change their views. (DSK)

Discusses the psychological context of aesthetic literacy in relation to E. D. Hirsch's ideas on cultural literacy. Argues adults should not interpret artworks for children and notes the implications for curriculum planners. Provides examples of childrens' understanding of art works. Maintains that any curriculum is the interaction of content and student understanding, mediated by a teacher. (KM)

Provides a developmental interpretation of some of the differences in peoples' responses to art. The interpretation is based on a theory that focuses on how people understand paintings. Identifies a five-stage theory of aesthetic development and illustrates the typical stage responses of people viewing the Ivan Albright painting "Ida." (JDH)

This study outlines a new approach to engaging students in artmaking within an undergraduate classroom by employing metaphors as artmaking strategies. Mark Ryden's painting, The Apology, was used to teach preservice PK-6 education students how to derive meaning from art. Strategies of exploring students' hopes, dreams and regrets indicate the importance of curriculum design focusing on students' lived experiences and their social world. The study also offers examples of questions, creative inquiry and artmaking strategies that can be effectively integrated into students' artmaking to foster deeper understanding and enhance conceptual thinking. Stories of students' metaphoric images demonstrate how metaphor and imagery can be powerful tools for self-reflection and discovery as well as how teachers can develop art activities for and with students while empowering them to create a sense of self through art. [ABSTRACT FROM AUTHOR]

Presents an introduction to a symposium about some of the issues currently affecting graduate study research in art education. What the authors address in the symposium; Questions asked; Importance of conduct and content of graduate and research programs; Agreement that lies between the four essays; Details.