This sampler was designed for art specialists and art museum educators with a basic understanding of teaching discipline-based art education content. The introduction offers a brief history of the Sampler and explains its intended purpose and use. Then 8 unit models with differing methodologies for relating art objectives to the four disciplines: aesthetics, art criticism, art history, and art production, are presented. The sampler consists of two elementary units, two units for middle school, two units intended for required high school art, one high school studio ceramic unit, and a brief unit for art teachers and art museum educators that focuses on visits to art museums. Learning activities, resource material, and learning strategies are given for the units along with a sequence of lessons organized on a theme.

Discipline-based art education (DBAE) is an approach to art education that draws upon four art disciplines: art production, art history, art criticism, and aesthetics. This handbook is designed to help art specialists and supervisors, classroom teachers, teacher educators, museum educators, and school administrators to understand and implement DBAE. The handbook is organized into nine sections, beginning with an introduction. Section 2 offers a general definition and rationale for the inclusion of DBAE art curricula in the general education of U.S. students. Section 3 defines the content of the four art disciplines that constitute the core of DBAE. Section 4 focuses upon the instructional materials that are used in teaching a DBAE program. Section 5 is a consideration of the roles and responsibilities of the different players in DBAE. Section 6 concerns the evaluation of curriculum and instruction. Section 7 provides a thumbnail sketch of some key issues for planning and carrying out a successful implementation of DBAE. Section 8 summarizes highlights of the literature on DBAE. The handbook concludes with section 9, which contains four appendices: three papers respectively called "The Four Art Disciplines", "Becoming Familiar with Works of Art"; and "The Getty Center for Education in the Arts"; and a selected bibliography. (DB)

The Handbook of Research and Policy in Art Education marks a milestone in the field of art education. Sponsored by the National Art Education Association and assembled by an internationally known group of art educators, this 36-chapter handbook provides an overview of the remarkable progress that has characterized this field in recent decades. Organized into six sections, it profiles and integrates the following elements of this rapidly emerging field: history, policy, learning, curriculum and instruction, assessment, and competing perspectives. Because the scholarly foundations of art education are relatively new and loosely coupled, this handbook provides researchers, students, and policymakers (both inside and outside the field) an invaluable snapshot of its current boundaries and rapidly growing content. In a nutshell, it provides much needed definition and intellectual respectability to a field that as recently as 1960 was more firmly rooted in the world of arts and crafts than in scholarly research.

EDUCATION / Arts in Education