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Art education

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Art education is the area of learning that, in the United States of America, is based upon the visual, tangible arts—drawing, painting, sculpture, and design in jewelry, pottery, weaving, fabrics, etc and design applied to more practical fields such as commercial graphics and home furnishings.

The term "arts education" implies many things, but is definable as: Instruction and programming in any arts area — including the performing arts (dance, music, theater) and visual art, creative writing, media arts, history, criticism, and aesthetics. Within the schools "visual arts education" encompasses all the visual and performing arts delivered in a standards-based, sequential approach by a qualified instructor as part of the core curriculum.

Education in art takes place across the life-span. As a result children, youth, and adults learn about art in community based institutions and organizations such as museums, local arts agencies, recreation centers, places of worship, social service agencies, and prisons among many other possible venues. Education in art also occurs in the home as well as through formal and informal apprenticeship programs.

History

Forms of art education have varied through history, reflecting the social values of their culture. Apprenticeships of individuals were once the norm; more recently the democratization of education, particularly as promoted by educational philosopher John Dewey, has supported providing every student opportunities to create. Enrollment in art classes at the high school elective level peaked in the late 1960's—early 1970's with that period's emphasis on individuals expressing uniqueness. Currently 'art(s) magnet schools', available in many larger communities, use art(s) as a core or underlying theme to attract those students motivated by personal interest or with the intention of becoming a professional or commercial artist. It is widely reported that the arts are losing instruction time in school based upon budget cuts in combination with increasing test-based assessments of children which the federal government's No Child Left Behind (NCLB) act requires. It is worth noting that while the NCLB retains the arts as part of the "core curriculum" for all schools, it does not require reporting any instruction time or assessment data for arts education content or performance standards, which is reason often cited for the decline or possible decline of arts education in American public schools.

Approaches to Art Education

There are thousands of arts education curricular models or models for arts or arts-based professional development for teachers that schools and community organizations use. Here are two prominent models: In most systems, “criticism” is understood to be criteria-based-analysis established on acknowledged elements of composition and principles of design which often vary in their verbal articulations, between the different art discipline ambits (applied, fine, performing, & etc.) and their many schools.

Some studies show that strong art education programs have demonstrated increased student performance in other academic areas, due to art activities' exercising their brains' right hemispheres and delateralizing their thinking.[[Citing sources citation needed]] Support for art education, however, varies greatly between communities and between schools in various communities.

National Organizations

National organizations promoting arts education include [Americans for the Arts], Association for the Advancement of Arts Education, [Arts Education Partnership], the National Art Education Association and the [National Arts Education Public Awareness Campaign].

See also

External links

 


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