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Discipline-Based Art Education: Origins, Meaning, and Development


reviewed by Mary Ann Stankiewicz - 1991

coverTitle: Discipline-Based Art Education: Origins, Meaning, and Development
Author(s): Ralph Smith
Publisher: University of Illinois Press, Urbana-Champaign
ISBN: 0252060857, Pages: 296, Year: 1989
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As Ralph Smith points out in his introduction to Discipline-based Art Education, during the last quarter century, “the literature of the field of art education has been notable for recasting the fundamental aims of teaching art.”1 Discipline-based art education (DBAE), the most recent coinage, developed from the structure of the discipline’s movement in general education and from aesthetic education in the arts. The late Manuel Barkan is generally credited with providing impetus for art educators to examine the concepts and processes of inquiry found in the disciplines relevant to visual art. A federally funded conference at Penn State in 1965 led to the development of the Aesthetic Education Program of the Central Midwestern Regional Educational Laboratory (CEMREL), a research and development effort that culminated in curriculum guidelines and the production of several instructional packages. Efland describes these events briefly in the last chapter of his History of Art Education, more... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 92 Number 3, 1991, p. 491-500
https://www.tcrecord.org ID Number: 375, Date Accessed: 10/16/2019 4:58:28 PM

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