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No. 291 | Pathways
To Art Appreciation, A Source Book For Media & Methods
Al Hurwitz and Stanley S. Madeja with Eldon Katter
Pathways is a source book for art teachers
for the teaching of art appreciation at all levels.
Content strands are carried throughout the book. Each
chapter opens with a general discussion about various
approaches to the study of art related to the "teaching
of art appreciation." Instructional strategies
and art activities are presented in a separate "Things
to Do" section At the close of each chapter, "Assessment
Strategies" that contribute to the teaching of
art appreciation are addressed. Formative and summative
assessment activities can be found throughout the book.
Many instructional approaches in the "Things to
Do" strand are dual purpose, being applicable to
assessment and to instruction. This book accomplishes
two goals: to help dispel the unnecessary mystique surrounding
art appreciation, and to clarify the significant ways
in which this far-reaching subject can excite, motivate,
and enhance the lives of students. It serves as a resource
for the teacher who desires to enhance and expand the
teaching of art appreciation in the classroom.
125 pgs. {2003} ISBN 1-890160-24-5
Nonmember Price: $25.00
Member Price: $20.00
No. 261 | Instructional
Methods for the Artroom
Andra L. Nyman, Editor
Selected NAEA Advisorys provide a ready collection
of information for classroom teachers, for new teachers,
and for faculty who are concerned with implementing
effective instructional methods of teaching in the art
classroom. The collection includes reprints of Advisories
that translate theories about learning and teaching
and make suggestions concerning practical applications
to instruction in art education. These reprints address
the following topics: motivational techniques for the
art classroom; organizing and implementing curricular
material; managing student behavior; organizing the
classroom environment; instructional techniques and
strategies; evaluation and assessment of student work;
working with student teachers.
50 pgs. {1996} ISBN 0-937652-93-8
Nonmember Price: $20.00
Member Price: $9.00
No. 211 | Assessing
Expressive Learning
Charles M. Dorn, Stanley S. Madeja, and
F. Robert Sabol
A practical guide for teacher-directed authentic assessment
in K-12 visual arts education, Assessing Expressive
Learning is the only book in the art education
field to propose and support a research-supported teacher-directed
authentic assessment model for evaluating K-12 studio
art, and to offer practical information on how to implement
the model. This practical text for developing visual
arts assessment for grades 1-12 is based on and supported
by the results of a year-long research effort involving
70 art teachers and 1,500 students in 12 school districts
in Florida, Indiana, and Illinois. The purpose of the
study was to demonstrate that creative artwork by K-12
students can be empirically assessed using quantitative
measures that are consistent with the philosophical
assumptions of authentic learning and with the means
and ends of art, and that these measures can reliably
assess student art growth. Use as a text for undergraduate
and graduate classes in assessment, and highly relevant
for college professors, researchers, and school district
personnel involved in the education and supervision
of art teachers, and researchers interested in performance
measurement.
208 pgs. {2004} ISBN: 0-8058-4524-0
Nonmember Price: $27.00
Member Price: $22.50
No. 203 | Designing
Assessment in Art
Carmen L. Armstrong
A valuable in-depth study of art assessment written
especially for art educators. The book presents and
discusses what can be assessed in art; various kinds
of assessment instruments; developing and administering
assessment; alternatives to traditional assessment;
and scoring and reporting results. This book integrates
assessment of student learning with curriculum and art
instruction. It provides multiple examples, sample formats,
and suggestions for implementation. The book illustrates
various means of observing and recording evidence of
student art learning. An important resource for art
teachers and schools reviewing assessment plans for
their art programs. An excellent text for staff development
seminars.
216 pgs. {1994} ISBN 0-937652-71-7
Nonmember Price: $25.00
Member Price: $17.00
No. 295 | How
Children Make Art: Lessons in Creativity from Home to
School
By George Szekely
This book shows educators how to use ideas from home
art and play activities as the basis for a school art
program that is meaningful to children. The author presents
descriptions and inspiring moments from a lifetime of
studying children's home art—all to introduce readers
to a wealth of teaching possibilities. Learn what happens
when children entering the art room are treated as colleagues,
bringing their own ideas to an art curriculum that doesn't
overshadow them with adult art plans and teachings about
adult artists.
224 pgs. {2006} ISBN 0-8077-4719-X
Nonmember Price: $24.00
Member Price: $20.00
No. 221 | Child Development
in Art
Anna M. Kindler, Editor
Child Development in Art is a unique resource
for early childhood, elementary, and secondary teachers
interested in better understanding of artistic and aesthetic
potential of their students and exploring art pedagogy
sensitive and responsive to learners' characteristics
and needs. The authors contributing to this book come
from fields of psychology, sociology, communication,
cultural studies and art education. Together, they offer
a comprehensive account of current knowledge about artistic
and aesthetic development.
210 pgs. {1997} ISBN 0-937652-77-6
Nonmember Price: $22.00
Member Price: $15.00
No. 297 | Impact of Early Art Experiences on Literacy Development
By Kathy Danko-McGhee and Ruslan Slutsky
Kathy Danko-McGhee and Ruslan Slutsky present a compelling look at the link between children's artwork and literacy development in this easy-to-read, indispensable primer for parents and educators alike. By providing a range of art experiences and alternative ways to teach children critical thinking and visual perception skills, Danko-McGhee and Slutsky paint a vivid picture of the role that the visual arts play in early childhood development. The two examine the need for new thinking and a departure from traditional literacy exercises: "It is clear that a  pedagogical shift must take place in our homes and schools if we are to meet the literacy needs of today's young learners. This requires thinking 'out of the box' and coming up with new ways to deal with an old problem." The Impact of Early Art Experiences on Literacy Development lays the foundation for rethinking the way that we engage young children in early literacy learning.
122 pgs. {2007} ISBN 978-1-890160-37-1
Nonmember Price: $29.00
Member Price: $23.00
 |
No. 300 | Memory and Experience, Thematic Drawings by Qatari, Taiwanese, Malaysian, and American Children
By Al Hurwitz and Karen Lee Carroll
The largest collection of children’s drawings made in response to a single method of instruction. The Lowenfeldian approach of stimulating pre-visualization prior to drawing through the use of guiding questions was used to help children in four countries identify personal memories and experiences relating to 10 themes. Contextual information sheds light on how the drawing study was conducted in four different cultural contexts. Five experts responded to this collection of approximately 650 drawings. While each author views the work through a distinct lens, collectively they explore issues of drawing development, cultural context, stories children tell, the influence of popular and visual culture, and drawing methodology.
This book promises to delight and inform those interested in children’s drawings, especially elementary classroom teachers, elementary art educators, students preparing to teach, researchers, and teachers interested in initiating international exchanges of student artwork.
320 pgs. {2008} ISBN 978-1-890160-39-5
Nonmember Price:
$29.00
Member Price: $23.00
No. 226
| Interdisciplinary Approaches to Teaching Art in High
School
Pamela G. Taylor, B. Stephen Carpenter,
II, Christine Ballengee-Morris, Billie Sessions
The authors present works of art, artmaking skills,
and ways of knowing as catalysts for learning across
the traditional disciplinary boundaries in high school.
Both timely and enduring, this is the book that will
inspire and support the work of veteran, new, and pre-service
high school art teachers. The book includes issues,
theories, and practices related to high school curriculum,
advocacy, classroom management, assessment, cultural
understanding, idea-based instructional strategies,
team-teaching, technology, visual culture, and student-initiated
learning. The authors draw upon their own experiences
and those of other high school art teachers to create
a motivating and provocative text that challenges readers
to critically and continually reflect, collaborate,
read, and research their own interdisciplinary thinking,
teaching, and learning processes.
174 pgs. {2006} ISBN 1-890160-35-0
Nonmember Price: $25.00
Member Price: $20.00
No. 243
| Interdisciplinary Art Education: Building Bridges
to Connect Disciplines and Cultures
Mary Stokrocki, Editor
This book is about interdisciplinary approaches to
art education. The concept of interdisciplinary learning
is one that should be scrutinized closely and research
and practical applications are needed to inform the
field about best practices. This book contains
both theoretical concepts and practical suggestions
for curriculum construction and assessment for interdisciplinary
education that incorporate the visual arts as good and
worthwhile, while at the same time, proposing ways in
which art can be integrated holistically with other
subjects. In addition, there are a variety of research
methodologies found in the different chapters and a
range of subjects, such as science, social studies,
anthropology, and the performing arts, for which interdisciplinary
concepts have been applied effectively and appear to
be coherent, complete, and appropriate. All those who
anticipate incorporating interdisciplinary practices
into their school reform efforts should consider examples
found in this book, about how to keep the integrity
of art education theory and practice and at the same
time construct new ways of reconfiguring the field of
art education.
243 pgs. {2005} ISBN 1-890160-31-8
Nonmember Price: $25.00
Member Price: $20.00
No.
219 | Student Behavior in Art Classrooms: The Dynamics
of Discipline
Frank Susi
This book helps you solve problems 5 ways! It offers
practical suggestions and ideas; helps to connect instruction
and student behavior; outlines strategies for preventing
misbehavior; suggests approaches when discipline problems
occur; summarizes research studies in thousands of classrooms
to help understand misbehavior and prevent it. Example
topics include: Setting rules, Monitoring, Arranging
the artroom, Eye contact, Teacher behavior, Ownership,
Preventive practices, Contracts, Keeping records, Punishment,
Violent behavior, and much more. A cardinal resource
for teacher preparation programs, student teachers,
and staff development libraries.
41 pgs. {1995} ISBN 0-937652-75-X
Nonmember Price: $20.00
Member Price: $9.00
No. 240 | Safety In
the Artroom
Charles A. Qualley
An invaluable resouce for art educators, this best
seller has been completely revised for today's art-making
space. This all-new edition will keep you up-to-date
on hazardous materials, tools, and procedures; with
web links to the most current health and safety information.
References to downloadable forms and checklists under
Web Resources on this site are included. The practical
plan outlined for implementing an artroom saftey program
makes this book a must for anyone who teaches art.
120 pgs. {2005} ISBN 0-87192-718-7
Nonmember Price: $22.00
Member Price: $18.00
No. 258 | Spheres
of Possibility: Linking Service-Learning and the Visual
Arts
Carol S. Jeffers
Service-learning can assume many shapes and serve multiple
purposes. It can be used to develop in students a sense
of belonging to their community, an understanding of
the diversity of their surroundings, a deeper empathy
for those less privileged than themselves, a sense of
social responsibility, and a greater understanding and
respect for the knowledge that is created and resides
in communities that are often less visible to the public
eye. Service-learning is clothed in a patchwork quilt,
stitching together, a montage of questions, of stories
and revelations, a collaged narrative that is comforting
and discomforting, yet remains elegant, if frayed at
the edges. These are lessons here for all of us in service
learning to enjoy, whether our discipline lies within
the visual arts or not.
160 pgs. {2005} ISBN 1-890160-32-6
Nonmember Price: $25.00
Member Price: $20.00
No. 277 | Built Environment
Education in Art Education
Joanne K. Guilfoil and Alan R. Sandler, Editors
Co-editors Joanne K. Guilfoil and Alan R. Sandler
have brought together an informative and inspiring array
of materials for teachers who wish to give more attention
to architecture and the built environment. Contributors
to this anthology identify major issues and offer diverse
views about the meanings of environments-multicultural,
feminist, ecological, social and personal. They offer
guides for analyzing environments, including concepts
from art, urban planning, architectural history and
criticism. Several chapters treat the classroom and
community as contexts for reflective and creative learning,
for individual and collaborative activities. There are
provocative chapters about homes built by "homeless"
people, the values articulated in school architecture,
the constructive activities of children, and research
on teaching youngsters about historical preservation.
Teachers of art have a special obligation to address
the aesthetic and human consequences of architecture
and the built environment. Those consequences are not
trivial. They are evident in how people perceive, think
about and treat environments—and ultimately, each
other. That is the central theme in this anthology and
a major lesson art educators should teach.
246 pgs. {1999} ISBN 0-890160-05-9
Nonmember Price: $22.00
Member Price: $18.00
No. 208 | Beyond the
School: Community and Institutional Partnerships in
Art Education
Rita L. Irwin and Anna M. Kindler, Editors
The themes of collaboration, partnership, and community
are central to this anthology. The text offers encouragement
and words of wisdom born out of experience and careful
reflection to guide development of new alliances drawing
on and strengthening communities through an arts involvement.
It presents a strong rationale for collaborative partnerships
that extend arts education beyond the school boundaries
by demonstrating benefits that stem from such collaborative
initiatives. This anthology does not undermine the value
and importance of formal, systematic art education in
school settings; it explores ways in which learning
that begins at school can be extended and supported
by resources that reside within the community, highlighting
ways in which learning can be enriched through the participation
and involvement of new, outside partners able to contribute
expertise, insight, and funds not readily available
in schools.
100 pgs. {1999} ISBN 1-890160-09-1
Nonmember Price: $19.00
Member Price: $12.00
No. 290 | Women Art
Educators V: Conversations Across Time
Kit Grauer, Rita L. Irwin, Enid Zimmerman,
Editors
Includes the written and/or illustrated work of 33
art educators. The three sections on remembering, revisioning,
and reconsidering issues contain themes such as historical
and contemporary accounts of women artists and art educators,
teaching in non-formal contexts, mentoring, healing,
friendships, intercultural women's concerns, empowerment,
spirituality, and retirement.
272 pgs. {2003} ISBN 1-55056-946-5
Nonmember Price: $25.00
Member Price: $20.00
No. 275 | Multicultural
Artworlds: Enduring, Evolving, and Overlapping Traditions
Mary Erickson and Bernard Young, Editors
This book has three foci that guide art educators in
addressing these important concerns: 1) multicultural
art education, 2) alternative artworlds, and 3) the
maintenance and evolution of art traditions. Attention
to these foci help guide teachers of art in developing
art curricula that are inclusive, that promote high
standards of art achievement, and that are culturally
sensitive. Multicultural Artworlds offers a rationale,
a model curriculum unit, and sample lessons for guiding
students in investigating key people, places, activities,
and ideas of some of the historical and contemporary
artworlds that make up the complex art traditions of
North America. The first section presents foundations
for multicultural art education. The second has 15 artworld-centered
lessons developed by practicing elementary, secondary,
and university art educators. Section three includes
resources for teaching one multicultural, artworld-centered
curriculum unit.
158 pgs. {2002} ISBN 1-890160-20-2
Nonmember Price: $25.00
Member Price: $20.00
No. 281 | Beyond the
Traditional in Art: Facing a Pluralistic Society
Robert J. Saunders, Editor
Beyond the Traditional in Art: Facing a Pluralistic
Society, includes discussion of issues that range
from clarifying multicultural terminology through the
aesthetics and art criticism of non-Western art, the
possibility of a multicultural art canon, teacher preparation,
strategies and orientations in planning multicultural
curriculum in art, authenticity in multicultural art
examples and projects, exchange exhibits of children's
art, policy and politics of multiculturalism, evaluation,
and non-Western art in museum collections. It has relevance
for opening classroom dialogue on these issues in courses
for teacher preparation in multiculturalism in art education
and for providing the discourse by which students can
make their own resolutions before entering the field.
160 pgs. {1998} ISBN 1-890160-07-5
Nonmember Price: $22.00
Member Price: $18.00
No. 239 |Gender Issues
in Art Education: Content, Contexts, and Strategies
Georgia Collins and Renee Sandell, Editors
Gender Issues, as its complete title suggests,
is divided into three areas of discussion—content,
context, and strategies. The first, content, is defined
as the parent fields or disciplines of art education—art
studio, art history, art criticism, and aesthetics.
Contexts is the who and where of art education acknowledging
the increasing number of diverse populations being taught
and the types of delivery systems and settings in which
they are taught. Strategies describes models and means
of improving the understanding of gender and achieving
equity in and through art education. Within the parameters
of each section the articles are diverse allowing the
editors to present several aspects of the gender theme
from each section perspective.
164 pgs. {1996} ISBN 0-937652-85-7
Nonmember Price: $22.00
Member Price: $17.00
No. 230 | Trends in
Art Education From Diverse Cultures
Heta Kauppinen and Read Diket, Editors
This anthology brings 30 art education writers from
21 countries: Europe, the Middle East, Africa, Asia,
the Pacific, and the Americas. Authors trace historical
perspectives and the role of cross-cultural influences.
Another section describes trends developing in the contemporary
world and a third section examines cross-cultural and
multicultural issues. Required reading for art educators
interested in global perspectives on art education.
An important resource and reference for every library.
213 pgs. {1995} ISBN 0-937652-79-2
Nonmember Price: $27.00
Member Price: $20.00
No. 245 | Art,
Culture and Ethnicity
Bernard Young, Editor
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.
278 pgs. {1990} ISBN 0-937652-54-7
Nonmember Price: $22.00
Member Price: $15.00
No. 210 | Intricate
Palette: Working the Ideas of Elliot Eisner
P. Bruce Uhrmacher and Jonathan Matthews,
editors and published by Prentice Hall
With contributions from some of the leading figures
in the field, this is an insightful analysis and evaluation
of the "intricate palette" that is the work
of Elliot Eisner, through a reexamination of Eisner's
seminal writings. After an introduction to Eisner's
basic ideas and their origins in his personal experience,
the heart of the book comprises four sections that address
Eisner's impact on curriculum; qualitative evaluation
and research; the arts in education; and teaching, teacher
education, and reform. A reflective final chapter serves
as an epilogue, providing observations from all of the
previous chapters. An excellent text for graduate-level
Curriculum, Art Education, and Qualitative Research
courses.
288 pgs. {2004} ISBN 0-13-112272-X
Nonmember Price: $34.00
Member Price: $30.00
No. 236 | Writings
in Art Education: Recipients of the Manuel Barkan Memorial
Award 1970-1999
Paul E. Bolin, Editor
This book is a compilation of the published articles
selected to receive the Manuel Barkan Memorial Award
between the years 1970 and 1999. The Manuel Barkan Award
was initiated by the National Art Education Association
in 1970. The award was established to honor Dr. Manuel
Barkan (1913-1970), a prominent and influential art
educator throughout the 1950s and '60s, and faculty
member in Art Education at The Ohio State University
from 1947 until his death in 1970. Dr. Barkan's scholarly
dedication and thoughtful insights have left a legacy
for the field through the many people he has influenced
and vital ideas he proposed and published. Manuel Barkan's
significant contributions to art education through his
involvement in the 1965 Penn State Seminar and other
professional venues helped to establish a direction
for art education that affects the field even today.
The work of these authors individually, and now collectively,
offers a valuable view of conditions in the field of
art education throughout a period of 30 years. They
reflect conditions and thoughts of the time in which
they were authored and published, and help us to trace
and explore connections between salient ideas in our
field and significant contextual matters of the times
in which they were written.
217 pgs. {2005} ISBN 1-890160-30-X
Nonmember Price: $25.00
Member Price: $20.00
No. 287 | Barkan
Mary Zahner
Barkan is the first book to give the reader
an in-depth feel for art education's struggle to define
itself. It reveals the source and development of key
concepts influencing the theory and practice of art
education in the mid-twentieth century. It depicts Manuel
Barkan's prominent roll in the shaping the character
of contemporary art education. "The argument continues
to rest on the fruitless dichotomous level of appreciation
or creative expression, skills or free expression, esthetic
or social values, fine arts or industrial arts, handicraft
or machine made objects, practical value or leisure
time interest, integration or segregation, for the talented
or the average. . ." To do this, says Barkan, "art
educators need to enter into thoughtful and disciplined
modifications of the teaching programs they conduct,—disciplined
in the sense that they reflect upon their purposes and
evaluate their action as teachers in terms of these
purposes."
248 pgs. {2003} ISBN 1-890160-22-9
Nonmember Price: $25.00
Member Price: $20.00
No. 276 | The Flower
Teachers: Stories for a New Generation
Candace Jesse Stout
They were the vanguard faculty who welcomed racial
integration and stood waiting as school buses boarded
their students, carrying some to the suburbs, some to
the projects of the inner city. In their classrooms,
children saw human-kind launch into space and walk on
the moon. Now, at the opening of a new century, as seasoned
veterans and master teachers, they are experiencing
the wonder of the World Wide Web and the social, pedagogical,
and technological complexities that come with it. For
this generation, the sweep of the educational pendulum
has been long, deep, and pronounced.
248 pgs. {2002} ISBN 1-890160-21-0
Nonmember Price: $25.00
Member Price: $20.00
No. 285 | In Their
Own Words: The Development of Doctoral Study in Art
Education
James Hutchens, Editor
"In their own words" is the key to this anthology.
The history of NAEA coincides with the expansion of
graduate art education. From 1941 a number of universities
offering the doctorate greatly affected the concepts
that have driven our profession. It is a first-hand
account of the development of doctoral study in these
institutions. Authors were asked to consider concepts
which guided curriculum of various sites and how they
have changed over time, to discuss relationships between
theory and practice and to chronicle the growth of scholarship
in art education at their respective institutions, and
to consider cross-fertilization among art education
leaders such as: Frederick M. Logan, Judith Burton,
Brent Wilson, Arthur Efland, June King McFee, Elliot
W. Eisner, Ivan E. Johnson, Sally McRorie, Jack Taylor,
D. Jack Davis, Christine Marmei Thompson , Steve Thunder-McGuire,
William McCarter, Gilbert Clark, Guy Hubbard, Enid Zimmerman,
David Ecker, Jerome Hausman, Jean L. Langan, Ronald
W. Neperud, Graeme Chalmers, Elizabeth J. Sacca, Robert
J. Parker, and Mary Ann Stankiewicz. Educators are also
encouraged to order extra copies for library, reference,
and historical collections, including staff development
libraries and teacher resource centers.
192 pgs. {2001} ISBN 1-890160-16-4
Nonmember Price: $25.00
Member Price: $20.00
No. 280 | Histories
of Community-Based Art Education
Kristin G. Congdon, Doug Blandy, Paul E.
Bolin, Editors
The history of community-based art education is often
associated with children, youth, and adults coming together
in formal and informal cultural organizations. These
places can serve as spaces for public discourse about
art and other issues of mutual concern, including the
traditional and popular arts. These diverse art objects
and practices function, in part, as catalysts for dialogue
about individual and group identity, local and national
concerns, and ultimately the pursuit of democracy. Hearing
the stories of others should cause us to pause and reflect
on our own position in the world. What stories are woven
into the fabric of who we are? What tales from our past
have shaped and continue to form our lives today? Educators
are also encouraged to order extra copies for library,
reference, and historical collections, including staff
development libraries and teacher resource centers.
200 pgs. {2001} ISBN 1-890160-08-3
Nonmember Price: $25.00
Member Price: $20.00
No. 273 | Exploring
the Legends: Guideposts to the Future
Sylvia K. Corwin, Editor
In the history of U.S. art education, the era that
followed World War II was also an age of heroes. What
made the individuals celebrated in this volume into
the legends that they have become? There were four leading
ideas or planks that in many respects formed the platform
that characterized art education after the war. Ziegfeld's
goal of promoting art in daily living. This is the view
that art is a part of the daily life of the individual,
that art belongs to the common man, the man-in-the-street,
that it is not the exclusive province of social or intellectual
elites. He believed that art education should help shape
a democratic art for a democratic society. Lowenfeld's
goal of cultivating the child's expressive impulses
through art education, thus to cultivate psychological
health, freedom, and democracy. Another is the belief
that art education does not exist to create artists,
but well adjusted individuals. Art is less a body of
subject matter than a developmental activity. In this
regard Lowenfeld's instrumental use of art was compatible
with Ziegfeld's. D'Amico's goal of cultivating art within
art education, especially modern art. Modern art is
desirable in art education not only because it values
originality in expression but also because in encouraging
creativeness it is a socially progressive influence
in all aspects of society. Arnheim's goal of cultivating
the cognitive abilities of individuals through the arts
because they are principally cognitive endeavors. Art
education is primarily concerned with understanding
and thinking in the various media comprising the visual
arts.
109 pgs. {2001} ISBN 1-890160-04-0
Nonmember Price: $25.00
Member Price: $20.00
No. 284
| The Autobiographical Lectures of Some Prominent Art
Educators
Ralph Raunft, Editor
In an age that skeptically looks at the heroes of today
and yesterday, and often unduly canonizes media or cultural
superstars, The Autobiographical Lectures call
art educators to acknowledge the contributions and lives
of extraordinary people. Thus it becomes crucial for
those involved in education to identify those persons
that constitute examples of thoughtful, reflecting,
and influencing. The heroes of the past...and the heroes
of the present, both sung and unsung, must be studied
and their means of influence understood and reconstituted
so that they speak to the present milieu. For seasoned
art educators, these lectures act as a collective memory-not
only to motivate nostalgia, but also to give additional
meaning and context to their own life history. These
stories are not just the transmission of autobiographical
information, but a social dialogue developed between
the teller of the story and the audience that maintains
a social bond. Lectures should be in every art education
library collection for future students and researchers.
370 pages; {2000} ISBN 1-890160-15-6
Nonmember Price: $27.00
Member Price: $20.00
No. 274 | Remembering
Others: Making Invisible Histories of Art Education
Visible
Paul E. Bolin, Doug Blandy, and Kristin
G. Congdon, Editors
The anthology consists of 15 research chapters and
6 testimonials divided into three sections: formal education,
community arts and museums, and folk group settings.
The chapters and testimonials will assist readers in
understanding the role of historical context in teaching
and learning, issues associated with the representation
of people and groups over time, the history of school
culture as compared and contrasted with other defining
cultural characteristics, the importance of role models,
and historical methods associated with contextual research.
228 pgs. {2000} ISBN 1-890160-02-4
Nonmember Price: $22.00
Member Price: $18.00
No. 249 | A 19th
Century Government Drawing Master: The Walter Smith
Reader
F. Graeme Chalmers
This Reader is about the making of a Victorian drawing
master, about his "weary years of hard work,"
on both sides of the Atlantic; the testing of his theories,
his labors, his wisdom, and his fruitful service. It
begins at birth and ends beyond death "with [some]
halting place[s] between." Because Smith has been
widely acknowledged as the leading 19th century advocate
for art education in the public schools of America,
this Reader contextualizes brief excerpts from his writing
and interweaves them in a critical biography. Walter
Smith was the first art educator to be front page news
in a major American newspaper, was the first to design
and produce teacher and student texts for a comprehensive
art program from Grades 1 through 12, was the first
American City Supervisor of Art Education (Boston),
was the first American State Director of Art Education
(Massachusetts), was the first American Art Education
Professor, and was the first, and possibly only, art
educator to be appointed to, and fired from, positions
as City Supervisor, State Director, and Art Education
Professor.
176 pgs. {1999} ISBN 1-890160-13-X
Nonmember Price: $25.00
Member Price: $20.00
No. 267 | National Art
Education Association: Our History Celebrating 50 Years,
1947-1997
John Michael, Editor
Includes chapters from the profession's eminent scholars
who provided leadership and guidance in NAEA's history.
The authors include John Michael, Ivan Johnson (NAEA
President 1955-1957), Charles Dorn (NAEA President 1975-1977
and NAEA Executive Secretary 1962-1970), Charles Qualley
(NAEA President 1987-1989), Susan Shoaff-Ballanger;
D. Jack Davis and Marylou Kuhn, (former Studies in
Art Education editors), and Eugene Grigsby (Pacific
Vice President 1972-1974). Extensive listings include
awardees, conventions, officers, dates, many documents
and archival photos, and many other details from NAEA's
history. It should be in every art education library
collection for future students and researchers.
254 pgs. {1997} ISBN 1-890160-00-8
Nonmember Price: $25.00
Member Price: $20.00
No. 209 | The Complete
Lanier: A Professional Profile
James S. Lanier
"Vincent Lanier does more than raise uncomfortable
questions. He is a very skillful phrase-maker and has
a way of puncturing educational platitudes that few
can equal," said Edmund Feldman. "I think
Vincent is one of our best polemicists because he enjoys
deflating pompousness wherever it shows up. Over a long
teaching career he has witnessed a good many art educational
infatuations. Apparently it pains him to see us taken
in by purveyors of instructional snake oil. That pain,
of course, is the obverse of a kind of love. Underneath
Lanier's crusty exterior lies a large deposit of affection
for our profession and an irrepressible idealism about
what art can accomplish for the good of humanity..."
This book, a professional profile of a senior art educator,
Vincent Lanier, is an annotation of his published writings,
a personal and professional biography noting the main
influences on the subject's ideas and writings, including
the influence of his ideas on the field, and significant
ideas as found in published writings. "... Frankly,"
says Feldman, "I'm anxious to learn who or what
has become the latest target of his righteous wrath.
When Lanier lectures, no sacred cow, no educational
fetish, is safe."
48 pgs. {1998} ISBN 1-890160-06-7
Nonmember Price: $10.00
Member Price: $6.00
No. 206 | Viktor Lowenfeld
Speaks On Art and Creativity
Lambert Brittain, Editor
Nine speeches by Lowenfeld on creativity, scientific
and social values, children's art expression, and sensitivity.
64 pgs. {1968} ISBN 0-937652-26-1
Nonmember Price: $10.00
Member Price: $6.00
No. 264 | Visual Culture
in the Art Class: Case Studies
Paul Duncum
This anthology offers reports from teachers on a range
of classroom and community pursuits informed by studies
of visual culture. All of these teachers are rethinking
the purposes and scope of art education. Many of their
narratives include theoretical ideas along with significant
details about teaching methods and indicators of student
learning. This anthology demonstrates that studies initiated
under the banner of visual culture take many forms in
practice, may have different theoretical emphases, and
are not entirely new in every respect. In the context
of art education, they provide an occasion to students
and teachers to consider who has authority in deciding
what counts as “art,” when, in what contexts,
with what consequences, and for whom.
194 pgs. (2006) ISBN 1-890160-33-4
Nonmembers: $25.00
Members: $20.00
No. 223 | Culture
and the Arts in Education: Critical Essays on Shaping
Human Experience
Ralph A. Smith
This collection of Ralph Smith’s writings provides
a comprehensive overview of his extraordinary contributions
to understanding the importance of aesthetics in education.
These essays record his lifelong efforts to construct
a defensible rationale for the arts in general education
and a workable curriculum for art education in our public
schools (K–16). The topics covered range from liberal
education to arts education, the relationship of art,
aesthetics, and aesthetic education to teaching and
curriculum, the arts and the humanities, and cultural
diversity.
177 pgs. {2005} ISBN 0-8077-4654-1
Nonmember Price: $23.00
Member Price: $20.00
No. 215 | Video Art
for the Classroom
George and Ilona Szekely, Editors
This anthology features contributions from over 18
video artists and educators. Each contributing author
offers a diverse approach to the use of video art with
students. This book offers examples spanning a broad
range of various technological levels, and projects
ranging from the shoebox "camera" to actual
animation, documentary, broadcast journalism, and more.
Each chapter relays a distinct account of how video
art was and can be used successfully in the K-12 classroom
or community to make art come alive—regardless
of budget or technological savvy.
204 pgs. {2005} ISBN 1-890160-27-X
Nonmember Price: $25.00
Member Price: $20.00
No. 293 | Semiotics
and Visual Culture: Sights, Signs, and Significance
Deborah L. Smith-Shank, Editor
Semiotics is the study of signs and symbols in culture.
Anything can be a sign, and most things are, most of
the time. Signs are not stagnant and the meanings we
attribute to them change over time as the contexts and
our own understandings change. Semioticians bring to
their study of signs and meanings, their work in disciplines
as different as education, neuroscience, botany, mathematics,
psychology, ecology, music, and art.
154 pgs. {2004} ISBN 1-890160-25-3
Nonmember Price: $25.00
Member Price: $20.00
No. 289 | Teaching
Visual Culture
Kerry Freedman
Global culture is rapidly shifting from text-based
communication to image saturation. Visual culture is
everywhere: on television, in museums, in magazines,
in movie theaters, on billboards, on the internet, and
in shopping malls. As a result, learning about the complexities
of visual culture is becoming ever more critical to
human development. This is the first book to focus on
teaching visual culture. Drawing on social, cognitive,
and curricular theory foundations, Freedman offers a
conceptual framework for teaching the visual arts from
a cultural standpoint. Chapters discuss: visual culture
in a democracy; aesthetics in curriculum; philosophical
and historical considerations; recent changes in the
field of art history; connections between art, student
development, and cognition; interpretation of art inside
and outside of school; the role of fine arts in curriculum;
technology and teaching; television as the national
curriculum; student artistic production and assessment,
and much more.
189 pgs. {2003} ISBN 0-8077-4371-2
Nonmember Price: $22.00
Member Price: $18.00
No. 286 | The Arts and
the Creation of Mind
Elliot W. Eisner
A collaborative initiative with Yale University Press
to distribute The Arts and the Creation of Mind,
one aim of the text is "to dispel the idea that
the arts are somehow intellectually undemanding, emotive
rather than reflective operations done with the hand,
unattached to the head." Eisner's straightforward,
accessible language takes the reader into chapters such
as: What the Arts Teach and How It Shows; Describing
Learning in the Visual Arts; The Educational Uses of
Assessment and Evaluation in the Arts; What Education
Can Learn From the Arts; Agenda for Research in Arts
Education, and more.
Although the arts are often thought to be closer to
the rim of education than to its core, they are, surprisingly,
critically important means for developing complex and
subtle aspects of the mind. Eisner describes how various
forms of thinking are evoked, developed, and refined
through the arts. These forms of thinking are more helpful
in dealing with the ambiguities and uncertainties of
daily life than are the formally structured curricula
that are employed today in schools.
288 pgs. Hardbound {2002} ISBN 0-300-09523-6
Nonmember Price: $35.00
Member Price: $30.00
No. 272 | Art and
Cognition
Arthur Efland
In this in-depth text, the preeminent art education
scholar Arthur Efland not only sheds light on the problems
inhibiting art education, but also demonstrates how
art contributes to the overall development of the mind.
Delineating how the development of artistic interests
and ability is an important aspect of cognition and
learning, he shows how art helps individuals construct
cultural meaning, a crucial component of social communication—a
foundation for lifelong learning that includes the arts.
In Art and Cognition, Arthur Efland: explains
the cognitive nature of learning in the visual arts—debunking
the persistent perception of the arts as emotive only;
looks at recent understandings of the mind and intelligence
to determine how they bear on questions of the intellectual
status of the arts; explains how a cognitively oriented
conception of teaching will change the ways that the
arts are taught; discusses the ways in which new developments
in cognitive science can be applied to art education;
describes how the arts can be used to develop cognitive
ability in children; identifies implications for art
curricula, teaching practices, and the reform of general
education. Topics: The Uneasy Connection Between Art
& Psychology • Artistic Development in Cognitive
Developmental Theories • The Cognitive Revolution
& Conceptions of Learning • Cognitive Flexibility
Theory & Learning in the Arts • Obstacles to
Art Learning & Their Assessment • Imagination
in Cognition • A Cognitive Argument for the Arts
216 pgs. {2002} ISBN 0-8077-4218-X
Nonmember Price: $22.00
Member Price: $18.00
No. 268 | Student
Art Exhibitions: New Ideas and Approaches
Bill Zuk and Robert Dalton, Editors
The display of student art is much more than pictures
on a wall and an eye pleasing arrangement; this is a
text that conveys a great deal about the ideas and accomplishments
of both teachers and students. New thinking on goals
and methods of student art exhibitions allows us to
more thoughtfully construct that text and invites educators
to share 'best practices.' Student Art Exhibitions:
New Ideas and Approaches includes sections on:
cultural and historical perspectives; students as curators;
planning and presenting an exhibition; pedagogical exhibitions
and advocacy; and new venues on the web.
88 pgs. {2001} ISBN 1-890160-18-0
Nonmember Price: $18.00
Member Price: $12.00
No. 218 | New Technologies
and Art Education: Implications for Theory, Research,
and Practice
Diane Gregory, Editor
This new anthology explores an overview of how technologies
are used in the classroom; innovative uses of the new
technologies such as Hypermedia, Internet and the Worldwide
Web, distance learning and instructional video; an examination
of staff development, teacher preparation, and instructional
uses; the use of interactive technologies with aesthetics,
criticism and art history; cautions and appropriate
uses of technology in the classroom.
189 pgs. {1997} ISBN 0-937652-74-1
Nonmember Price: $22.00
Member Price $18.00
No. 207 | Educationally
Interpretive Exhibition: Rethinking the Display of Student
Art
Kelly Bass, Teresa Cotner, Elliot Eisner,
Tom Yacoe and Lee Hanson
Rethinking the Display of Student Art focuses
upon an educational model, rather than on a gallery
model. The interpretive exhibition of student artwork
is intended to help people understand the relationships
between thinking and the creation of visual art. The
28 full-color images throughout the booklet illustrate
how the exhibition was arranged and constructed; the
final section of 47 "General and Theoretical Quotes"
is especially helpful for literature pertaining to cognitive
and artistic development. It makes a useful contribution
to arts education, advocacy, and educational reform
i.e., state standards, frameworks, and assessment.
20 pgs. {1997} ISBN 0-937652-99-7
Nonmember Price: $15.00
Member Price: $10.00
No. 253 | Aesthetics
for Young People
Ronald Moore, Editor
This book is loaded with "user-friendly aesthetics."
It contains explicit instructional strategies and learning
outcomes with numerous illustrations of classroom techniques.
Extraordinarily wide in scope, it deals with educational
issues for all levels—pre-school through high school.
This book deliberately sets out to debunk the idea that
aesthetics is too hard for kids, or too esoteric to
fit into the K-12 curriculum; it shows how aesthetics
can be approachable, interesting, and worthwhile for
all children. First of its kind, Aesthetics for Young
People is the only collection of detailed essays by
aesthetics experts in philosophy, art education, and
museology for the education profession. A unique textbook
for teacher preparation programs and key resource for
any staff development program.
127 pgs. {1995} ISBN 0-937652-73-3
Nonmember Price: $18.00
Member Price: $12.00
No. 255 | Excellence
II: The Continuing Quest in Art Education
Ralph Smith
This publication broadens the search for excellence,
bringing into focus developments that have challenged
art educators. Modernism and Postmodernism, Multiculturalism,
and Cultural Particularism are among the chapters of
the volume. The book addresses specific classroom needs
and questions, this time with applications for the K-12
curriculum in contrast to the emphasis on secondary
grades in the original version. Contains a prototype
excellence curriculum for art education—essential
for staff and curriculum development. Available as text
for teacher preparation programs.
228 pgs. {1995} ISBN 0-937652-87-3
Nonmember Price: $22.00
Member Price: $15.00
No. 202 | Community
Connections: Intergenerational Links in Art Education
Angela M. La Porte, Editor
Intergenerational programs have become widespread
since the mid-20th century, emphasizing "activities
that increase cooperation and exchange between any two
generations. Typically, they involve interaction between
young and old in which there is a sharing of skills,
knowledge, and experience" . They developed in
response to concerns that different age groups had become
socially isolated from one another. Sociologists and
gerontologists became convinced of the social and psychological
benefits of intergenerational activities, such as elevated
self-esteem and sense of autonomy among seniors and
improved attitudes of each age cohort towards the other.
161 pgs. {2004} ISBN 1-890160-26-1
Nonmember Price: $25.00
Member Price: $20.00
No. 278 | Crossroads:
The Challenge of Lifelong Learning
Dale H. Fitzner and Madeline M. Rugh, Editors
This timely book focuses on continuing education, the
aging process, and implications for growth and renewal
in later life. Leading art educators share their philosophies
for motivating older adults to explore art, widen their
views, and develop skill, self-confidence, and enjoyment
of the art process. The authors offer examples and details
of numerous successful art education projects with older
adults. Remarks by students who comment on their personal
learning discoveries are also included. Art educators
who work with special populations will find help in
the chapters on instructing older adults deemed physically
challenged or who live in special care facilities.
168 pgs. {1998} ISBN 0-937652-96-2
Nonmember Price: $22.00
Member Price: $15.00
No. 403 | Briefing
Papers
"Legislative and Policy Perspectives: Arts
Education"
"Legislative Perspectives: A Checklist for Action"
"Developmentally Appropriate Practices for the
Visual Arts Education of Young Children"
Briefing papers are designed to help clarify specific
issues in art education. An excellent resource for policy
and curriculum development. Packets of 50 only. Please
indicate which packet(s) you want.
Nonmember Price: 50/$10.00
Member Price: 50/$5.00
No. 400 | Flyer Series
"Assessing Curriculum Guides for Art Education"
"Business and Community Leaders"
"Deans and Departmental Chairpersons"
"Elementary Principals"
"Fine Arts Credits"
"High School Guidance Counselors"
"Lifelong Learning"
"Middle School Principals"
"Parents"
"Quality Art Education: Goals for Schools"
"Recruiting Multiethnic Art Educators"
"Retired Art Educator Affiliate"
"The Role of the Art Supervisor"
"Secondary Principals"
"School Board Members"
"Staffing for Excellence in Elementary and Secondary
Schools"
"Why Art Education"
Flyers designed to help audiences outside art education
evaluate and improve art programs in their schools.
Packets of 50 only. Please indicate which packet(s)
you want.
Nonmember Price: 50/$10.00
Member Price: 50/$5.00
No. 414 | Quality
Art Education: An Interpretation
Concise document that clearly and convincingly scrutinizes
each component of the National Art Education Association's
Goals and makes clear the reasons for NAEA's position
on art education. {1986} ISBN 0-937652-45-8
Nonmember Price: $4.00
Member Price: $2.00
No. 411 | Youth Art
Month
Full of helpful suggestions for celebrating Youth
Art Month, this brochure can help you plan programs
to demonstrate the value of art in education. Co-sponsored
by the NAEA and the Council for Art Education.
No charge for single copy; donated by the Council
for Art Education.
No. 247 | Instant
Art, Instant Culture: The Unspoken Policy for American
Schools
Laura H. Chapman
Chapman critically examines the reasons for the token
educational programs many schools offer in all the arts,
including music, dance, and theater, but with particular
emphasis on the visual arts. She writes with conviction
on the importance of effecting change in attitudes and
school practices that actually prevent many children
from studying arts on a regular basis. Chapman devotes
much of the book to providing suggestions for improving
school instruction in the arts. Among the topics
covered are: What should be taught in an arts
program and who should teach it; why a school curriculum
should include the arts, sciences, and humanities as
core subjects for all students; how to improve teacher
education programs; what models for change have been
suggested by various panels and federal groups, and
how effective they would be.
224 pgs. {Reprinted 2005} ISBN 0-8077-2722-9
Nonmember Price: $25.00
Member Price: $20.00
|
No. 269 | Aesthetics
and Criticism In Art Education
Ralph Smith, Editor
Aesthetics And Criticism In Art Education was the first
book of its kind to indicate the relevance of aesthetics,
art history, and art criticism to the theory and practice
of art education. It contributed to subsequent interest
in aesthetic education and anticipated one of the major
developments in art education during the eighties and
nineties, the approach known as discipline-based art
education that emphasizes grounding instruction in the
four interrelated disciplines of art making, art history,
art criticism, and aesthetics. The opening section explains
the meaning of aesthetics, sets out the structure of
knowledge in the arts, indicates how subject matter
in the teaching of art is manipulated by a number of
characteristic verbal operations, and discusses the
relevance of aesthetics to research. Three of these
operations—defining, explaining, and evaluating—are
then examined in later sections of the volume.
508 pgs. {Reprinted 2002}
Nonmember Price: $25.00
Member Price: $20.00
|
No. 282 | Art &
Ethnics
J. Eugene Grigsby, Jr
Art & Ethnics was "the first in-depth
review of issues and reasons for representing the ethnic
diversity of artists and art in our teaching, based
on the author's own research, wisdom and skill as a
teacher," says Laura Chapman. "A landmark
and still relevant!" In this volume, you will find
food for thought and practical information for teaching.
Grigsby has identified major issues and offers insight
about the meanings of diversity—ethnic understanding,
cultural differences and models for students, religion,
art heritage, protest components including three major
aspects of ethnic art. Teachers of art have a special
obligation to address cultural differences in their
teaching. Those consequences are not trivial. Unless
these differences in values and attitudes are bridged,
the teacher will have a difficult time helping students
grow in their own cultural art forms. That is the central
theme in this book and a major lesson all art educators
should teach.
147 pgs. {Reprinted 2000}
Nonmember Price: $25.00
Member Price: $20.00
No. 266 | Educating
Artistic Vision
Elliot Eisner
An NAEA 1997 reprint of the classic art education text
to celebrate NAEA's 50th Anniversary. Out of print until
now, Educating Artistic Vision is an important
text for future teachers and members as well as for
libraries and staff development collections.
354 pgs. {Reprinted 1997}
Nonmember Price: $25.00
Member Price: $20.00
No. 270 | Becoming
Human Through Art
Edmund Burke Feldman
An NAEA 1997 reprint of the classic art education text
to celebrate NAEA's 50th Anniversary. Out of print until
now, Becoming Human Through Art is an important
text for future teachers and members as well as for
libraries and staff development collections.
389 pgs. {Reprinted 1997}
Nonmember Price: $25.00
Member Price: $20.00
No. 237 | Understanding
Children's Art for Better Teaching
Betty Lark-Horovitz, Hilda Present Lewis, and Mark
Luca
Loaded with images of children's work, Understanding
Children's Art is directed at early childhood, elementary,
and middle level education. It contains a host of examples
of practical research on children's art. Many chapters
examine individual and cultural aspects; children's
attitudes toward art; planning and teaching in the elementary
school; creativity; and relating art to other areas
of the curriculum. Recognized as one of the significant
art education texts, it continues to provide rich insights
for teaching and learning in our schools.
259 pgs. {Reprinted 1999}
Nonmember Price: $25.00
Member Price: $20.00
No. 220 | Readings
in Discipline-based Art Education: A Literature of Educational
Reform
Ralph A. Smith, Editor
This sourcebook is the result of more than 2 years of
research by Smith with 42 chapters by prominent art
educators-scholars, practitioners, and researchers.
The reader will find an array of DBAE ideas and practice.
Contributors to this anthology identify major issues
and offer indepth views about the meaning, interpretations,
and characteristics of DBAE. They offer guides on artistic
and aesthetic development, preservice and inservice
for teachers, staff development, and teacher preparation.
Several chapters examine the functions of museums and
the evaluation of museum education programs. There are
provocative chapters about learning outcomes; teaching
art history; types of art criticism; issues of gender,
and multiculturalism; and the relationship of art education
and postmodernism.
429 pgs. {1999} ISBN 1-890160-12-1
Nonmember Price: $25.00
Member Price: $20.00
No. 530 | The 7.5"
x 3.75" "Support School Art Programs"
Sticker
Full-color, self-sticking, vinyl zip-strips, 7.5"w
x 3.75"h, screen printed. It is a way to "advocate"
art education programs as a member of the profession.
USE STICKERS as handouts at parent meetings, distribution
at student exhibits, accompany letters to decision makers,
as a part of proposals to expand programs, as passouts
at lectures on art education, make available at student
art demonstrations, for handouts at teacher meetings,
as a rider in mailings to parents, place on the visitors
brochure table at district office, in the annual report
on the art program.
Nonmember Price: $2.00 each
Member Price: $1.50 each
(25 or more $1.00 each members: $1.50 each nonmembers.)
No. 521 | NAEA Lapel
Pin
Small gold rectangular pin (1/4" x 1/2").
Raised polished border and raised polished "NAEA"
in center. Monies received are donated to the National
Art Education Foundation.
Price: $15.00
No. 515 | "You Gotta Have Art" Tote Bags
Stylish and sturdy, this tote made from 50% recycled content is ideal for art supplies, books, shopping, or travel. Oversized (18" w x 17" h x 4" d), zippered polycanvas tote, imprinted in white with 'You Gotta Have Art' logo and ‘National Art Education Association’ below.
Specify color: Black, Cardinal Red, Purple, Turquoise, Blaze Orange, Brown
Nonmember Price: $18.00
Member Price: $15.00
No. 516 | "You
Gotta Have Art" Button 
A small accessory that makes a BIG statement! One-inch button with the message "You Gotta Have Art."
Specify color: Red, Orange, Citrus Green, Purple
Nonmember Price: $.75
Member Price: $.50
(25 or more $.30 each members: $.50 each nonmembers.)
No. 517 | "You Gotta Have Art" Apron
Protect your clothes in style while supporting art education. Full-length (22" w x 30" h) adjustable apron with two front pockets featuring white 'You Gotta Have Art' logo and 'National Art Education Association’ below the logo. 100% cotton with Teflon finish for added stain protection. Machine washable.
Color: Black.
Nonmember Price: $18.00
Member Price: $15.00
No. 279 | Cultural
Diversity and the Structure and Practice of Art Education
June King McFee
The author offers a rich historical collection of papers,
lectures, and personal reflections on changing social
perceptions, cultures and subcultures, aesthetic trends,
and focal points in art education, theory, and practice
over the past four decades in order to better understand
the profession today from the perspective of its social
science foundations. It provides valuable insights into
our history as a people, especially noting the contributions
of the civil rights and women's movements, along with
personal reflections on the effects of such social reforms
on professional/academic roles.
200 pgs. {1998} ISBN 0-937652-76-8
Nonmember Price: $22.00
Member Price: $15.00
No. 227 | Thinking
in Art: A Philosophical Approach to Art Education
Charles M. Dorn
Thinking in Art is the starting place for
anyone writing or revising an art curriculum! It uses
a philosophical approach to help art teachers test their
own educational values in order to design art curricula
which goes beyond requiring all students to do the same
thing in the same way according to the same timetable.
Through the analysis of historical, philosophical, critical,
and aesthetic systems, art teachers are shown how to
link student creative thinking, critical thinking, and
creative art making into the kinds of school learning
the visual arts do best. An important curriculum text
for every university art education program to help future
teachers shape the design of their art curriculum.
180 pgs. {1994} ISBN 0-937652-69-5
Nonmember Price: $22.00
Member Price: $15.00
No. 205 | Revisitations:
Ten Little Pieces on Art Education
Harlan Hoffa
Hoffa revisits 40 years as an art educator through
a series of 10 previously published articles about topics
germane to art education today: political correctness,
multiculturalism, art and government, and his work with
Barkan and Lowenfeld. Research in art education, the
CEMREL project, the presidency of NAEA and advisor with
the U.S. Office of Education, and insights about Kathy
Bloom at the Arts and Humanities Program are among the
"stories" told in this book.
80 pgs. {1994} ISBN 0-937652-70-9
Nonmember Price: $15.00
Member Price: $11.00
No. 212 | Collaboration
in Art Education
Al Hurwitz
An eloquent "journey" into possibilities
in group art experiences both inside the classroom and
out in the community, all grade levels. The book is
filled with specific examples of teaching experiences,
fully illustrated. For every professional library.
58 pgs. {1993} ISBN 0-937652-67-9
Nonmember Price: $18.00
Member Price: $11.00
No. 246 | The World
of Art Education
By the late Vincent Lanier
You are sitting across from Lanier in a one-to-one
conversation as he reviews his career, explains his
philosophy of life, and recalls some art educators who
have had an impact upon his views. He explains his insistence
that art education deal with social issues, popular
culture, and the media, and he shares some comments
on films in which he finds deep meaning.
56 pgs. {1991} ISBN 0-937652-57-1
Nonmember Price: $15.00
Member Price: $10.00
No. 252 | Teaching
Art and So On
Edmund Burke Feldman
NAEA's newest addition to its Noted Scholar Series.
His insights: On Art Theory—"I think theory
should have a shelf-life of at least a generation; it
should be valid for a longer period than it takes to
write a dissertation; and it should be the product of
mature reflection upon the art created in many climes,
at many times, by many peoples. Most important, art
education theory should be centered on processes that
lead to, or flow from, the production of visual images.
In other words, leave the brain physiology to neuroanatomists."
On Technology—"Educators tend to think that
when a new kind of hardware comes along it should be
incorporated somehow into our instructional delivery
system. But that, I fear, is a rather simple-minded
way to respond to a new technology. Thus far, teaching
with computers has not accomplished much that matters;
watching films instead of reading books does not solve
our basic educational problems; and substituting photography
for drawing makes little sense from an artistic standpoint."
27 pgs. {1994} ISBN 0-937652-84-9
Nonmember Price: $7.00
Member Price: $5.00
| 