Structured Curriculum in Art for the Classroom Teacher: Giving Order to Disorder

Voices in Reflexive Conversations

“…The first Studies article to examine preservice art education appeared in spring 1963, when John Diffily compared institutional requirements over two decades. In spite of prevailing expectations that elementary generalist teachers should teach visual arts, the first articles on developing art curriculum they might use were framed in relation to children and art content rather than a teacher's needs (Eisner, 1968;Rouse & Hubbard, 1970). Not until 1971 did an article in Studies open with the assertion: "The importance of the teacher in the educational enterprise is accepted" (Danielson, 1971, p. 42).…”

The Visual Arts— A Classroom Myth or an Accountable Program?

“…While critics say this cannot be done, or that to do so is contrary to the very essence of art education, there is substantial evidence in the literature to suggest that it is indeed possible (Barkan, Chapman and Kern, 1972;Dace, 1969;Davis, 1971;Patton, 1969;Reimer, 1971; Rouse and Hubbard, 1970;Wilson, 1971). This literature would suggest that daily activities within the art classroom focus upon four behavior categories: knowing or conceptual behaviors, analytical behaviors, evaluative or judgmental behaviors, and making or producing behaviors.…”