Art Education

Issues in Curriculum and Research

Datos Bibliográficos

ID9733657
AutoresRoger D Gehlbach (Simon Fraser University, autor de correspondencia)
Año1990
Volumen19
Número7
Páginas19-25
Fecha de publicación1990-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x019007019
OpenAlexW2149784612
IdiomaEN
Citas recibidas1
Referencias 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