Eight Guidelines for Selecting Art Curriculum Content

Lanier, Vincent

doi:10.2307/1320417

Cited by 7 publications

(2 citation statements)

References 9 publications

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“…The young student is presumed to be no less of a novice in art than she would be in any other pursuit, be it geometry, botany or cooking. ‘In general, whenever art is a part of regular schooling’, Greer (, 216) asserts, ‘classroom teachers are expected to instruct children in art just as they are expected to instruct them in other subject areas.’ Another scholar associated with the Getty Institute, Vincent Lanier (, 236) suggests that ‘perhaps the most definitive attribute of the artist is the recognition and command of formal visual relationships in the formation of artistic objects’. He continues: ‘Surely it can be argued that children (and other naïve shapers of objects) do not manifest that recognition or command consistently, and therefore are not behaving as artists.’ Lanier (, 234) suggests the goal is subject‐based learning rather than behaviour modification.…”

Section: Reconsidering Discipline‐based Art Educationmentioning

confidence: 99%

Art Education and the Moral Injunction to be Oneself

Stabler¹

2017

Int J Art Design Ed

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A primary function of schooling is to impart moral discipline, and art education distills this role to its core imperative of mandated pleasure, summarised by Jacques Lacan as the ‘will to enjoy’. This manifests in the insistence that, despite producing similar outcomes, students come to recognise themselves as unique and creative. In the twentieth century, art education in the USA has developed methods for extracting supposedly intimate personal expressions from young people, albeit without demanding the technical versatility, historical knowledge and critical reflection required of mature artists – the exception to this, despite its many flaws, being so‐called Discipline‐Based Art Education, or DBAE. In this article, I begin with reflections on the untapped potential of DBAE to relate to contemporary art practices. My ideas on moral instruction are expanded upon in the second section, when I undertake a ‘backwards’ history of British and American art education, in which the ideal of art class as a site of intrinsic and authentic meaning‐making is challenged by the functional requirements of education. My last section takes up a critique of critical pedagogy, in which I use the example of a project my high school students did about Michael Jackson to challenge ways in which trauma and pleasure are seen by critical pedagogues as features of experience that conflict fatally with the educational ends of individualist autonomy.

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Section: Reconsidering Discipline‐based Art Educationmentioning

confidence: 99%

Art Education and the Moral Injunction to be Oneself

Stabler¹

2017

Int J Art Design Ed

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“…These methods are unlike the students' previous experience since most have encountered only a "Romantic mindset" in which art "became a barely structured 'fun timelll (DiBiasio, 1984, p. 2). On the premise that Fenstermacher and Berliner's (198 3) contention is true, that "Staff development is more likely to be successful if Greer (1982), Lanier (1984), and Rush (1984). As a discipline-based curriculum the first consideration for content is "to identify art content that will best present the knowledges and skills calculated to enhance our negotiation of objects we see aesthetically" (Lanier, 1984, p. 2 32).…”

Section: Discipline-based Art Education (Dbae)mentioning

confidence: 99%

Discipline-based Art Education for Preservice Elementary Teachers

Myers¹

1985

Marilyn Zurmuehlen Working Papers in Art Education

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The content of a preservice elementary teachers' art methods class is an area of concern for teachers and administrators. The lack of standardized, systematic instruction in this area has led to inconsistent art teaching in the elementary schools and the subsequent elimination of art from many general curricula in the public school system. This researcher sought to use a discipline-based approach to develop and test a pilot preservice curriculum for use in a one -semester art methods course for elementary education majors. Discipline-Based Art Education (DBAE)Discipline-based art education is a label coined by Greer for an approach to teaching art. This approach contains a sequential, systematic instruction in that art incorporates the "end-in-view" role models of the art discipline: art critic, aesthetician, art historian, and artist. It "should produce educated adults who are knowledgeable about art and its production and responsive to the aesthetic properties of works of art and other objects" (Greer, 1984, p. 212).Discipline-based art education requires a formal written curriculum. The Need for Discipline-Based CurriculumTo establish a need for this curriculum some factors must be examined: the purpose for art education as part of the general elementary curriculum, reasons for a discipline-based approach, and content of preservice curriculum.

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Objects and New Materialisms: A Journey Across Making and Living With Objects

Garber

2019

Studies in Art Education

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Eight Guidelines for Selecting Art Curriculum Content

Cited by 7 publications

References 9 publications

Art Education and the Moral Injunction to be Oneself

Art Education and the Moral Injunction to be Oneself

Discipline-based Art Education for Preservice Elementary Teachers

Objects and New Materialisms: A Journey Across Making and Living With Objects

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