Recommending that art be taught as a humanity, this volume provides aphilosophical rationale for the idea of discipline-based art education.Levi and Smith discuss topics ranging over both the public and privateaspects of art, the disciplines of artistic creation, art history, artcriticism, and aesthetics, and curriculum proposals featuring five phasesof aesthetic learning.While there is no consensus on how the various components of aestheticlearning should be presented in order to accomplish the goals of discipline-basedart education, the authors point out that progress toward those goalswill require that those who design art education programs bring an understandingof the four disciplines to their work. The introductory volume of a five-volumeseries, this book will appeal to elementary and secondary art teachers,those who prepare teachers at the college level, and museum educators.

Recommending that art be taught as a humanity, this volume provides aphilosophical rationale for the idea of discipline-based art education.Levi and Smith discuss topics ranging over both the public and privateaspects of art, the disciplines of artistic creation, art history, artcriticism, and aesthetics, and curriculum proposals featuring five phasesof aesthetic learning.While there is no consensus on how the various components of aestheticlearning should be presented in order to accomplish the goals of discipline-basedart education, the authors point out that progress toward those goalswill require that those who design art education programs bring an understandingof the four disciplines to their work. The introductory volume of a five-volumeseries, this book will appeal to elementary and secondary art teachers,those who prepare teachers at the college level, and museum educators.

Recommending that art be taught as a humanity, this volume provides aphilosophical rationale for the idea of discipline-based art education.Levi and Smith discuss topics ranging over both the public and privateaspects of art, the disciplines of artistic creation, art history, artcriticism, and aesthetics, and curriculum proposals featuring five phasesof aesthetic learning.While there is no consensus on how the various components of aestheticlearning should be presented in order to accomplish the goals of discipline-basedart education, the authors point out that progress toward those goalswill require that those who design art education programs bring an understandingof the four disciplines to their work. The introductory volume of a five-volumeseries, this book will appeal to elementary and secondary art teachers,those who prepare teachers at the college level, and museum educators.