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000347311 010__ $$a   97031849 
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000347311 05000 $$aN105$$b.D64 1998
000347311 08200 $$a707/.073$$221
000347311 1001_ $$aDobbs, Stephen M.
000347311 24510 $$aLearning in and through art :$$ba guide to discipline-based art education /$$cStephen Mark Dobbs.
000347311 260__ $$aLos Angeles, Calif. :$$bGetty Education Institute for the Arts,$$cc1998.
000347311 300__ $$axiii, 145 p. :$$bill. ;$$c28 cm.
000347311 504__ $$aIncludes bibliographical references and index.
000347311 5050_ $$a1. Introduction -- Definition -- What is discipline-based art education? -- What are DBAE's general characteristics? -- What is not DBAE? -- Needs addressed by DBAE -- How are the goals of general education met? -- How are the goals of art education met? -- How are societal goals met? -- The policy context -- What opportunities does education reform provide? -- What is the effect on national standards? -- What Is the influence of state frameworks? -- Historical evolution -- What early rationales influenced art education? -- What were the precursors? -- How has DBAE developed in the 1980s and 1990s? -- 2. The disciplines of art -- Art-making -- What is the role of art-making? -- How do the other art disciplines integrate with art-making? -- What issues can students explore in art-making? -- Art criticism -- What are the function of art criticism? -- How has art criticism evolved as a field? -- What issues can students focus on in art criticism? -- Art history -- What contribution does art history make? -- How has the study of art history changed? -- What types of inquiry are conducted in art history? -- Aesthetics -- Why is aesthetics a foundational discipline? -- What is the philosophical tradition in aesthetics? -- How can students become engaged with aesthetics? -- 3. Features -- Disciplinary lenses -- How do the disciplines provide different perspectives on art? -- What are the sources for the disciplinary perspectives? -- How do the disciplines overlap and interact? -- Program requirements -- Why is arts advocacy necessary? -- What do versions of DBAE have in common? -- Why is administrative support essential? -- Professional roles -- What are the roles of art specialists and classroom teachers? -- How can discipline experts augment instruction? -- What are the contributions of museum educators? -- Performance assessment -- Why is student achievement the bottom line? -- How can teacher effectiveness be determined? -- What does overall program evaluation reveal? -- 4. Resources -- Program choices -- What basic program resources are needed? -- Should schools use commercial or "homemade" curricula? -- How is pluralism in art and curriculum choice supported? -- Community resources -- What do museums and community arts organizations contribute? -- What roles can parents and policy makers play? -- What opportunities exist for school-to-work linkages? -- Professional development -- Why is preservice preparation important? -- How has professional development evolved? -- What are the resources in the literature of art education? -- 5. The future of DBAE -- An approach still evolving -- Who is responsible for developing DBAE? -- Why is DBAE, like art itself, necessarily open-ended? -- What is the role of new ideologies? -- Interdisciplinary study -- Why is integration of subject fields a priority? -- How does DBAE facilitate interdisciplinary studies? -- What about the performing arts? -- A vision of success -- What constitute "best practices" in the classroom and school? -- What is the promise of electronic technologies for the future? -- What are the aspirations for DBAE?
000347311 650_0 $$aArt$$xStudy and teaching$$zUnited States$$vHandbooks, manuals, etc.
000347311 85200 $$bgen$$hN105$$i.D64$$i1998
000347311 85642 $$3Publisher description$$uhttp://catdir.loc.gov/catdir/enhancements/fy0638/97031849-d.html
000347311 909CO $$ooai:library.usi.edu:347311$$pGLOBAL_SET
000347311 980__ $$aBIB
000347311 980__ $$aBOOK