WorldCat Identities

National Art Education Association

Overview
Works: 310 works in 601 publications in 2 languages and 21,501 library holdings
Genres: Periodicals  History  Abstracts  Conference papers and proceedings 
Roles: isb, Author, Other, Editor
Classifications: N81, 707
Publication Timeline
.
Most widely held works about National Art Education Association
 
moreShow More Titles
fewerShow Fewer Titles
Most widely held works by National Art Education Association
Art education( )

in 3 languages and held by 2,007 WorldCat member libraries worldwide

Issues for June 1953, June 1955, Oct. 1956- are directory issues of the association's membership
Studies in art education( )

in English and Undetermined and held by 1,681 WorldCat member libraries worldwide

The journal of social theory in art education( )

in English and held by 766 WorldCat member libraries worldwide

Serves as an alternative voice for the field of art education through the promotion of scholarly research that addresses social issues, action, and transformation
Research readings for discipline-based art education : a journey beyond creating by Stephen M Dobbs( Book )

2 editions published in 1988 in English and held by 525 WorldCat member libraries worldwide

This anthology is designed to be used by art education instructors who are involved in teacher training. The readings focus upon issues related to discipline-based art education (dbae) rather than addressing it directly, because their purpose is to increase the awareness of future teachers about the sources of materials on dbae. The articles are presented chronologically to emphasize DBAE's evolution. The titles include: (1) "The Kettering Curriculum for Elementary Art" (E. W. Eisner, 1968); (2) "Art History and Studio Art in the Junior High Program" (M. D. Day, 1969); (3) "Criticism in the Arts and Art Education" (N. MacGregor, 1970); (4) "The Teacher as Critic" (E. B. Feldman, 1973); (5) "Art History and Aesthetics in the Secondary School" (J. Smoke, 1976); (6) "Professional Roles and Activities as Models for Art Education" (G. A. Clark; E. Zimmerman, 1978); (7) "a Cognitive View of the Arts" (H. Gardner, 1983); (8) "Art as a Serious Subject of Study" (W. D. Greer, 1984); (9) "The Contributions of Aesthetics" (M. P. Battin, 1985); (10) "Art Criticism as Writing as Well as Talking" (B. Wilson, 1986); (11) "Teaching Aesthetics k-12" (M. Erickson, 1986); and (12) "Directed Imagination and Drawing" (M. J. Price, 1987). (djc)
NAEA news by National Art Education Association( )

in English and held by 485 WorldCat member libraries worldwide

Art, culture, and ethnicity by Bernard, Ed Young( Book )

4 editions published between 1990 and 2011 in English and held by 455 WorldCat member libraries worldwide

"A landmark study addressing the need to focus on the rich heritage of minority ethnic groups, including Black, Hispanic, and Native American, among others. A compilation of 20 chapters on a variety of aspects of art education for students of varied ethnic backgrounds. Topics include the role of the minority family in children's education; portrait of a Black art teacher of preadolescents in the inner city; the art of Northwest Coast peoples; an Eskimo school; teaching art to disadvantaged Black students; and many others"--Http://www.naea-reston.org/publications-list.html
Secondary art education : an anthology of issues by Bruce E., Ed Little( Book )

3 editions published in 1990 in English and held by 382 WorldCat member libraries worldwide

In this anthology, 18 authors address art education and classroom issues of concern to the middle and high school level teacher. The volume includes: (1) "The Discipline of Art" (Harlan Hoffa); (2) "Art Criticism and Social Integration of the Disciplines of Art" (Tom Anderson); (3) "The Period of Transescence and Its Relevance for the Secondary Level Art Education Program" (Andra N. Johnson); (4) "Forms of Instruction Used by Art Teachers with Pre-Adolescents" (Mary Stokrocki); (5) "Are Art Teachers Prepared To Teach the naea Essential Components?" (Adelaide Rusch; William J. Thomas); (6) "Grading Student Artwork: a Plan for Effective Assessment" (Carole Henry); (7) "Environment of Middle and Secondary Art Classrooms: Becoming Aware of, Designing, and Implementing Changes in the Furniture, Facilities, and Spaces" (Antonia Araca); (8) "The Art Classroom as a Behavior Setting" (Frank D. Susi); (9) "Sketchbooks" (Roberta W. Rice; Sue Ellen McNeil); (10) "Computers in Art Education" (Deborah Greh); (11) "Health Hazards in Secondary Art Education" (Sally Hagaman); (12) "Recurring Themes: a Program for Interdisciplinary Learning" (Arnold Amster); (13) "Teaching Exceptional Students in the Regular School Art Classroom" (Robert D. Clements; Claire B. Clements); (14) "Preparing To Teach Art to Secondary Students from All Cultural Backgrounds" (Enid Zimmerman); (15) "The Role of Researcher in Secondary Art Education" (Linda S. Bradley); (16) "Theory-Practice Schisms of the 1990s" (Karen A. Hamblem); (17) "New Approaches to Secondary School Art Education--A Program for the Artist of the Future" (George Szekely); and (18) "The Next Generation: Initiative or Inertia in Secondary Art Education" (Guy Hubbard). (Mm)
Art education: Middle/Junior high school by National Art Education Association( Book )

11 editions published between 1972 and 1982 in English and held by 376 WorldCat member libraries worldwide

Behavioral emphasis in art education by D. Jack Davis( Book )

6 editions published between 1974 and 1978 in English and held by 369 WorldCat member libraries worldwide

The document discusses problems and issues related to development of behaviorally based curriculum in art education. A behaviorally based art curriculum is interpreted to include learning to see, feel, and understand art as well as learning to make art. Four major problem areas are identified: (1) the development of modules which implement learning objectives; (2) statement of learning objectives which relate to the desired behavioral changes; (3) identification of relevant areas of behavior in art in which change is desired; (4) development of evaluative instruments. The edited volume is presented in 11 chapters, each of which was contributed by an art educator who participated in or was directly influenced by behavioral curriculum development institutes sponsored by the National Art Education Association in 1968 and 1969. Chapter I outlines a model for behavior-oriented curricula. Chapter ii outlines a plan for evaluating changes in art behavior. Chapters iii-vi describe four k-12 examples of behavioral curriculum development and implementation. Topics discussed include creating a matrix system for writing behavioral objectives, developing a structured art curriculum for elementary school, and creating a philosophical basis for a behaviorally oriented awareness program. Chapters vii-x describe four higher education programs which utilize behavioralized curricula for art education students, elementary education majors, and general university students. The final chapter deals with staff organization and utilization in developing a curriculum which is behaviorally based. Tables of data, figures, and charts are included. (Author/DB)
Museum education : history, theory, and practice( Book )

3 editions published in 1989 in English and Chinese and held by 362 WorldCat member libraries worldwide

History, theory, and practice of art criticism in art education by Jim Cromer( Book )

2 editions published in 1990 in English and held by 343 WorldCat member libraries worldwide

"The history and development of aesthetics and art criticism from ancient Greek civilization to the present time, with sample instructional units relating art criticism, art history, and art production"--Http://www.naea-reston.org/publications-list.html
Art education : elementary( Book )

4 editions published between 1992 and 1993 in English and held by 341 WorldCat member libraries worldwide

"Major anthology on art education for grades K-6 ... Chapters include the integration of students experiencing disabilities; the movement toward multiculturalism; improving public relations within the school system; aesthetics; evaluating student progress; art criticism; and much more"--Http://www.naea-reston.org/publications-list.html
Reading, the arts, and the creation of meaning by Elliot W Eisner( Book )

1 edition published in 1978 in English and held by 339 WorldCat member libraries worldwide

The seven papers that comprise this book were presented at the 1977 National Art Education Association Conference on Reading, the Arts, and the Creation of Meaning held to bring together people in the arts and the fields of reading, psychology, and philosophy to explore the relationships that exist between these fields of study. Topics discussed in the book include: reading and the creation of meaning, reading for nonliteral meaning, the basics of reading, the picturebook as an art object, reading as the "great American fetish," metaphorical perception, and art, criticism, and reading. Authors are Elliot W. Eisner, Gabriele Lusser Rico, Kenneth S. Goodman, Kenneth Marantz, Malcolm P. Douglas, D.N. Perkins, and Edmund Burke Feldman. (Jf)
Art education : elementary by National Art Education Association( Book )

7 editions published between 1972 and 1980 in English and Undetermined and held by 336 WorldCat member libraries worldwide

This report, written by a task force of specialists in elementary art education, focuses on potentials and problems confronting art educators as they identify their roles and directions in elementary schools. Emphasis is upon involvement on the part of teachers, administrators, and community cultural resources in developing an effective art program which regards art as integral to the total elementary school program. The book is arranged into three major chapters. In chapter one the broad concerns, objectives, and rationale for the teaching of art is related to the individual, the culture, and community are introduced. Although the major portion of chapter two is devoted to discussing several current teaching approaches, the history of art education in the United States is also reviewed. Chapter three deals with art in the elementary school and the community. Roles of the elementary art specialist, teacher, and supervisor of art, suggestions for improving and changing the program, and art in special education are discussed. The last portion of the book emphasizes ties between the school and community in developing an elementary art education program. Related documents are so 005 643 through so 005 645. (sjm)
Art, education, and the world of work : a handbook for career education in art( Book )

2 editions published in 1980 in English and held by 317 WorldCat member libraries worldwide

Art education : senior high school by National Art Education Association( Book )

7 editions published between 1972 and 1979 in English and Undetermined and held by 317 WorldCat member libraries worldwide

In this book a task force of art specialists report on art education as integral to a total school program. Emphasizing the need for art education to play a more dominant role in the education of all students, the three chapters discuss and examine problems and the direction of quality art education in high schools. Chapter one discusses art and the individual, the culture, and the community and outlines outcomes of art programs. The first part of chapter two briefly surveys the history of art education, and identifies emerging trends. The major and remaining portion suggests techniques that include student-oriented, interdisciplinary, behavioral objective, perceptual, experiential, and artist-in-residence approaches toward the teaching of art. Art in the secondary school and the community are discussed in chapter three. Aspects of teacher education, the learning environment of the public school in relation to time, space, and numbers, change in art education, and finance for art programs comprise the first section of the final chapter. The last section deals with art in the community, suggesting alternative approaches to art education, and ways that the school can incorporate community resources to enrich the art program. For related reports on art education at other grade levels see so 005 642. (sjm)
Arts education and back to basics by Stephen M Dobbs( Book )

3 editions published in 1979 in English and held by 317 WorldCat member libraries worldwide

The document presents 14 essays designed to help art educators understand the nature and scope of basic education and what and how the arts contribute to it. John Goodlad presents a basis for considering the arts as an essential ingredient of schooling. A. Graham Down discusses the concerns of the Council for Basic Education and suggests that arts are linked with basic educational interests. Martin Engel illustrates the "basicness" of the arts by linking the development of language, cognitive functioning, communications technology, and contemporary life. Harry Broudy shows how the aesthetic experience gives expressive form to life, thus creating a foundation for cognition, judgment, and action. Elliot Eisner discusses conservative influences on the arts in education, while Edmund Feldman presents his case for the primacy of visual modalities in schooling using ideas from anthropology and linguistics. Vincent Lanier presents art as a validation of our social and cultural lives. Michael Day describes the limitations of the theories of child art and offers ways to expand those concepts. Kathryn Bloom discusses arts education as a catalyst for student motivation and performance, while Irving Kaufman states that art education should become a self-sufficient discipline. Diana Korzenik examines the ideal preparation of art teachers and Rogena Degge describes the afflictions resulting from narrow notions of what constitutes a good art experience. Thomas Hatfield encourages arts educators to examine their economic potential and political potency while Virgina Brouch and Judith Kula identify specific skills needed in arts programs. (Author/CK)
Creating curriculum in art by Phillip C Dunn( Book )

3 editions published in 1995 in English and held by 309 WorldCat member libraries worldwide

"Outlines the theoretical orientations for art curricula, the five critical areas for art curriculum development, an examination and analysis of curricular approaches, and a discussion of student evaluation and art program assessment"--Http://www.naea-reston.org/publications-list.html
The national visual arts standards by National Art Education Association( Book )

5 editions published in 1994 in English and held by 282 WorldCat member libraries worldwide

"Prepared in response to the Goals 2000: Educate America Act, lists what every student should know and do in the visual arts. Includes six content standards K-12. Standards are organized K-4, 5-8, and 9-12. These standards are essential for all art educators as the framework upon which to design art curricula and instruction for all grade levels, as well as for art teacher preparation programs"--Http://www.naea-reston.org/publications-list.html#standards_for_art_education
Thinking in art : a philosophical approach to art education by Charles M Dorn( Book )

5 editions published in 1994 in English and held by 282 WorldCat member libraries worldwide

This volume examines the way individuals think about objects and events in the world. These thoughts specify a priori assumptions that indicate what will be considered beautiful, valuable, and good. Decisions made about these matters determine what actions will be taken in regard to them. The continuous change that historically characterizes art educational practices is driven by shifts in ways of thinking (beliefs). Curricular goals for art education must be consistent with ways of thinking. The text is organized into five chapters. Chapter 1 provides a brief review of 18th and 19th philosophical thought and the concepts of relations between objects and events. Chapter 2 explores these concepts as interpreted by 20th century aestheticians, art historians, critics and artists specifically as they concern thinking about and making art. Chapter 3 examines paradigms for artistic conception. Chapter 4 identifies how these paradigms now function in the art curricula of schools and chapter 5 how the paradigms relate to curriculum practice. (Mm)
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.32 (from 0.29 for The journa ... to 1.00 for Department ...)

Thinking in art : a philosophical approach to art education
Alternative Names

controlled identityConsortium of National Arts Education Associations

controlled identityNational Education Association of the United States

controlled identityNational Education Association of the United States. Department of Art Education

Consortium of National Arts Education Associations National Art Education Association

N.A.E.A.

N.A.E.A. (National Art Education Association)

NAEA

NAEA (National Art Education Association)

National education association of the United States. National art education association

Languages
English (147)

Chinese (1)

Covers