WorldCat Identities

Getty Center for Education in the Arts

Overview
Works: 122 works in 228 publications in 1 language and 5,580 library holdings
Genres: Conference papers and proceedings  History  Instructional films  Case studies  Documentary films  Nonfiction films 
Roles: Other, Publisher, Author
Classifications: N350, 707.1273
Publication Timeline
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Most widely held works about Getty Center for Education in the Arts
 
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Most widely held works by Getty Center for Education in the Arts
Art education and human development by Howard Gardner( Book )

10 editions published in 1990 in English and held by 683 WorldCat member libraries worldwide

An essay commissioned by the J. Paul Getty Center for Education in the Arts
Beyond creating : the place for art in America's schools : a report by Getty Center for Education in the Arts( Book )

9 editions published between 1985 and 2009 in English and held by 391 WorldCat member libraries worldwide

The purpose of this booklet is to draw attention to the need for a serious visual arts education program, to describe the experiences of seven school districts that are developing such programs, and to discuss the factors and issues involved in revitalizing visual arts instruction. An introductory section summarizes findings from a study in which seven selected school districts were analyzed to identify crucial characteristics of discipline-based art education programs. In the first section, "Art as Language: Its Place in the Schools," Ernest L. Boyer presents a rationale for art education, highlighting the need to include art making, art criticism, art history, and aesthetics in the art curriculum. The second section, "Art is Fundamental," is followed by an essay "The Signals of Art to the Workplace" (William F. Kieschnick), which considers how serious and continuing encounters with art can help individuals become more innovative and "ambiguity-tolerant." The fourth section, "Learning Art: Sketches of Art Education in America's Schools," presents case studies of each of the schools included in the study. The fifth section identifies critical elements in changing art education. The title of the sixth section is "Why Art in Education and Why Art Education" (Elliot W. Eisner). Conclusions are presented in the final chapter, "Moving toward Discipline-Based Art Education," by the Rand Corporation. (Lh)
Discipline-based art education : a curriculum sampler by Kay Alexander( Book )

2 editions published between 1991 and 2000 in English and held by 363 WorldCat member libraries worldwide

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. (1) "Art Touches the People in Our Lives" is a unit for primary level students that introduces children to basic concepts, and to selected elements and principles of art. They study ways artists use principles to express mood and meaning, learn about artists who have chosen emotional themes for their work, and express their own thoughts and feelings as they create artworks. (2) "Spaces and Places" is an elementary unit on architecture that shows how a topic might be articulated from one grade level to another. (3) "Many Ways of Seeing" is written for middle school students and investigates the concept of originality, the interpretation of visual language, symbolism, and the categories of fine art and folk art. (4) "Celebration!," Also a middle school unit, investigates how different cultures use art for common purposes. (5) "The Word as Image: Symbol to Gesture" investigates relationships between words and visual images in paintings and graphic arts, and leads to an understanding of contemporary abstract and non-objective painting. (6) "Art Exploration--A Global Approach" is a general education, high school unit, that gives balanced consideration to content from each of the four art disciplines. The unit presents a study of ceramics, painting, and sculpture, which incorporates art exemplars from many times, places, and cultures. (7) "The Artistic Heritage of Clay: Survival and Revival of Traditions" demonstrates how an elective high school studio course can focus on the art production discipline with enrichment from the other three art disciplines. (8) The final unit, "Experiencing Original Works of Art in a Museum," provides a model for engaging students in response to original works of art. (Mm)
Discipline-based art education and cultural diversity : a national invitational seminar sponsored by the Getty Center for Education in the Arts, August 6-9, 1992, Austin, Texas : seminar proceedings by Discipline-based Art Education and Cultural Diversity( Book )

6 editions published between 1993 and 1994 in English and held by 362 WorldCat member libraries worldwide

"How have issues of cultural diversity affected practices in art history, aesthetics, criticism, and art making? What are the implications of multiculturalism for those teaching art at kindergarten through high school levels? In 1992 the Center for Education in the Arts brought together more than 150 participants to explore these questions and other issues facing arts education in America today. This volume presents summaries of those discussions--representing the views of a diverse group of arts educators in schools and museums, historians, critics, and artists." -- Publisher's description
The role of discipline-based art education in America's schools by Elliot W Eisner( Book )

8 editions published between 1985 and 1988 in English and held by 354 WorldCat member libraries worldwide

Aesthetics and arts education( Book )

2 editions published in 1991 in English and held by 283 WorldCat member libraries worldwide

Perspectives on education reform : arts education as catalyst by Los Angeles, Ca Getty Center for Education in the Arts( Book )

3 editions published in 1993 in English and held by 277 WorldCat member libraries worldwide

This collection of perspective pieces and conference notes articulates concerns addressed at the Fourth National Invitational Conference, "Achieving National Education Reform: Art Education as Catalyst" (San Francisco, California, February 4-6, 1993). Six essays include: (1) "Education Reform in and through the Arts" (Gordon M. Ambach); (2) "Understanding Cultural Diversity through Arts Education" (Vada E. Butcher); (3) "Equity and Access through Arts Education" (Michael Greene); (4) "The Language of Technology Is the Language of the Arts" (Nancy Hechinger); (5) "The Challenge from Business to Arts Education" (William H. Kolberg); and (6) "The Challenge of Political Priorities to Arts Education" (William W. Staton). Session topics summarized are: "Education Reform in and through the Arts"; "Strong Arts, Strong Schools"; "Challenges Facing Arts Education"; "The Language of Technology Is the Language of the Arts"; "Arts Education as a Catalyst to Reform"; "Arts Education Partnership Working Group"; "Art Education's Value in Interdisciplinary Learning"; "Education Reform and Assessment in the Arts"; Understanding Cultural Diversity through Arts Education"; and "Equity and Access through Arts Education." A conference summation, final words, a discussion of the recommendations of the arts education partnership working group, and a list of the advisory committee conclude the work. (Mm)
The Preservice challenge : discipline-based art education and recent reports on higher education : seminar proceedings, August 8-15, 1987, Snowbird, Utah : a national invitational seminar by Getty Center for Education in the Arts( Book )

5 editions published in 1988 in English and held by 268 WorldCat member libraries worldwide

Insights : museums, visitors, attitudes, expectations : a focus group experiment by A Walsh( Book )

9 editions published in 1991 in English and held by 134 WorldCat member libraries worldwide

Met video Includes the proceedings of the colloquium 'Listening to visitors: the focus group experiment', held in Phoenix, Arizona, November 15-18, 1989. This is preceded by a description of the purpose and method used in the focus group research. At the end synopses are given of the project in eleven museums
Arts for life( Visual )

4 editions published in 1990 in English and held by 128 WorldCat member libraries worldwide

Presents persuasive rationales to educators and parents about why an education in the arts is important. Shot on location in classrooms, this program includes scenes of students demonstrating how visual art education can promote critical thinking and creative expression
Aesthetic persuasion : pressing the cause of arts education in American schools by Stephen S Kaagan( Book )

4 editions published in 1990 in English and held by 115 WorldCat member libraries worldwide

This paper is intended to support art education advocates and policymakers as they formulate strategies for broadening the base of school offered visual art experiences through discipline-based art education (dbae). The study is divided into three sections. The first section of the paper concerns assumptions, ideas, and perspectives underlying the analysis in the study. The purpose of the second section is to put arts education, dbae in particular, in context. The second section has three sub-parts: historical background and general commentary; five prominent features of the educational policy landscape; and arts education and dbae vis-a-vis the five features. The third section consists of five advocacy recommendations. Advocates are urged: (1) to bring in to focus, highlight, and take advantage of the potential of dbae arts education to foster students' reasoning and problem solving abilities; (2) to assume a more aggressive posture with regard to arts education serving students of marked need; (3) to advance dbae arts education as supportive of attempts to professionalize teaching; (4) to legitimate the arts by advancing efforts to assess student performance and by accounting for progress in expanding the role of the arts; and (5) to cause exemplary arts education materials to be developed, taking advantage of state-of-the art technologies. Contains 17 references. (Mm)
Discipline-based art education : what forms will it take? : proceedings of a national invitational conference sponsored by the Getty Center for Education in the Arts, Los Angeles, California, January 15-17, 1987 by Getty Center for Education in the Arts( Book )

4 editions published in 1987 in English and held by 100 WorldCat member libraries worldwide

This document summarizes the proceedings of the Getty Center's national conference. The keynote addresses and views of panelists and audience members are presented. Over 400 art educators, educational leaders, school administrators, artists, and elected officials from across the United States discussed discipline-based art education (dbae). This approach integrates content and skills from art production, art history, art criticism, and aesthetics. The first day of the conference included a keynote address by Elliot W. Eisner and a panel presentation on "What Do Art Production, Art History, Art Criticism, and Aesthetics Contribute to Art Education?" Day 2 featured a keynote address by William J. Bennett, and classroom visits to Los Angeles (California) area classrooms to observe discipline-based art education instruction. Day 3 included panel presentations on "Art as Basic Education." Discussion sessions were held regarding: (1) advocating dbae; (2) planning a statewide art program; (3) components of a dbae program; (4) implementing and maintaining a district art program; (5) resources for developing an art curriculum; (6) the role of creativity in dbae; (7) DBAE's impact on museum education; and (8) the role of community arts resources. The session closed with a keynote address by Francis S. M. Hodsoll. Appended is a list of conference speakers, panelists, classroom demonstrations, and panel presentations. (Sm)
More than pumpkins in October : visual literacy in the 21st century : a school board member's guide to enhancing student achievement through art education by Alexandria, Va National School Boards Association( Book )

1 edition published in 1992 in English and held by 88 WorldCat member libraries worldwide

This publication is written for school board members, who face decisions that will restructure how children learn. A comprehensive art education program can enhance the quality of children's education and help achieve excellence in a school system. This document: (1) presents the philosophy underlying comprehensive visual arts education programs; (2) details suggestions on how to put an effective k-12 art education program in place; (3) provides case studies of ways effective programs are being implemented; and (4) lists resources useful in creating a program. A step-by-step process for building a substantive art program is given. Accompanying the document is a 15 minute videotape, "Art for Life," that advocates art education. (Mm)
Insights : a museum focus group experiment( Visual )

4 editions published between 1991 and 2013 in English and held by 81 WorldCat member libraries worldwide

Presents the findings from a research project involving 11 American art museums that joined forces to better understand themselves from the perspectives of their visitors
From snowbird I to snowbird II : final report on the Getty Center Preservice Education Project by Los Angeles, Ca Getty Center for Education in the Arts( Book )

1 edition published in 1990 in English and held by 81 WorldCat member libraries worldwide

The Getty Center for Education in the Arts has worked with teacher education institutions to develop ways of improving professional preparation to teach art at the elementary and secondary grade levels. Individual campus projects carried out at 10 preservice teaching institutions are summarized: Brigham Young University, California State University at Sacramento, Florida State University, Indiana Unversity, Northern Illinois University, Ohio State University, University of Kansas, University of Nebraska (Omaha and Lincoln), University of Oregon, and Texas Tech University. The remainder of the report considers concepts, themes, and generalizations developed at the Snowbird ii seminar in Los Angeles in 1989. Factors that strengthen and inhibit the development of quality discipline-based art education (dbae) preservice programs are outlined. Seven inhibiting factors and strategies for overcoming them are discussed including conceptual entrenchment of colleagues and students such as child-centeredness in the schools, the complexity of dbae, insufficient time for faculty to plan and develop programs and courses, lack of an adequate research base, and insufficient funding. (Km)
Art education in action( Visual )

in English and held by 78 WorldCat member libraries worldwide

Enter the classroom to see techniques used by teachers to teach art to a wide variety of students. Each episode includes detailed lesson plans, lists of topics, teaching methods, learning activities, and suggestions for how to use for teacher education and staff development
The Role of art in general education by Harry S Broudy( Visual )

4 editions published between 1987 and 1988 in English and held by 61 WorldCat member libraries worldwide

Emeritus professor Harry S. Broudy tells an audience of Utah school teachers and administrators why art courses should be made a mandatory part of each public school's curriculum
The art of learning by Getty Center for Education in the Arts( Visual )

3 editions published in 1993 in English and held by 58 WorldCat member libraries worldwide

Examines the roles the arts can play as catalysts to education reform in the nation's public schools
Future tense : arts education technology: Conference summary by Getty Center for Education in the Arts( Book )

2 editions published in 1991 in English and held by 55 WorldCat member libraries worldwide

 
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Art education and human development
Alternative Names

controlled identityGetty Education Institute for the Arts

Center for Education in the Arts.

Center for Policy Research in Education

Getty Center for Education in the Arts

Languages
English (100)

Covers
Discipline-based art education : a curriculum samplerAesthetics and arts education