A Guide to Curriculum Planning in Art Education.

Autor/in	Rayala, Martin
Institution	Wisconsin State Dept. of Public Instruction, Madison.
Titel	A Guide to Curriculum Planning in Art Education.
Quelle	(1985), (94 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Aesthetic Education; Art Education; Art History; Career Education; Curriculum Development; Educational Objectives; Elementary Secondary Education; Interdisciplinary Approach; Lesson Plans; Program Development; Schemata (Cognition); State Curriculum Guides; Units of Study; Wisconsin + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Ästhetische Bildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; History of art; History of arts; Kunstgeschichte; Arbeitslehre; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lesson planning; Unterrichtsplanung; Programmplanung; Cognition; Schema; Kognition; Rahmenlehrplan; Lerneinheit
Abstract	Designed to provide a philosophical point of view for art education in Wisconsin public schools, to furnish specific information for the development of local school district K-12 art curriculum guides, and to suggest appropriate program development strategies and instructional practices, this guide stresses broad-based generalizations and related concepts that focus on major societal issues, provides a link between art and other areas of school curriculum, and identifies the basic content of art education. Organized into five sections, section 1 introduces the philosophy, goals, and current and future issues in art education. An "Overview of Educational Considerations" schema depicting the guide's comprehensive scope is provided in which the schema's configuration of concentric circles conveys the interactive nature and complexity of a comprehensive approach to curriculum development. Section 2 explains the conceptual approach to developing a curriculum. The content of art is dealt with in section 3, which examines the comprehensive curriculum, aesthetics, art heritage, art criticism, basic art making, art career education, and K-12 art unit examples. Section 4 suggests strategies for local curriculum development and implementation. Appendices list resources for teaching art, state art organizations, national art organizations, school district standards, and references. (LH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC