Art Education

Issues in Curriculum and Research

Dados Bibliográficos

ID9733657
AutoresRoger D Gehlbach (Simon Fraser University, autor correspondente)
Ano1990
Volume19
Fascículo7
Páginas19-25
Data de publicação1990-10-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x019007019
OpenAlexW2149784612
IdiomaEN
Citações recebidas1
Referências citadas10

The fine arts have never gained a major place in either public school curricula or educational research, even though specialists in art education have been active for many years and the fine arts are generally recognized as important aspects of past and present culture. A major obstacle to progress in art education has been the inability, or perhaps the unwillingness, of artists, art critics, and art educators to define art in a manner that makes systematic curriculum development and research possible. Criteria for such a definition are suggested, and a definition is proposed as the first step toward over-coming the observed problem. Positive implications for curriculum development and instructional research are outlined for further debate and discussion

Art · Arts in education · Curriculum · Curriculum development · Curriculum theory · Educational research · Engineering ethics · Fine art · Mathematics education · Obstacle · Pedagogy · Political science · Sociology · The arts · Visual arts · Visual arts education · Art Education and Development · Digital Media and Visual Art · Diverse Music Education Insights · Engineering · Law · Museums and Cultural Heritage · Psychology