The Emergence of Neo-DBAE.

Autor/in	Hamblen, Karen A.
Titel	The Emergence of Neo-DBAE.
Quelle	(1993), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Art Education; Cultural Pluralism; Curriculum Development; Decision Making; Educational Theories; Elementary Secondary Education; Interdisciplinary Approach; Student Evaluation + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kulturpluralismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decision-making; Entscheidungsfindung; Educational theory; Theory of education; Bildungstheorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulnote; Studentische Bewertung
Abstract	This paper proposes that the original theory and practice of discipline based art education (DBAE) of the 1980s are undergoing significant changes, and that Neo-DBAE is emerging in the 1990s. Changes in original DBAE theory and practice of the 1980s are discussed, and reasons for such changes are proposed. Some identified changes are: more encompassing curriculum content, an integration of art with other subject areas, and variable forms of assessment. It is suggested that Neo-DBAE is a response to postmodern developments, reform movements, multiculturalism, and teacher proactivism. Neo-DBAE is also the result of criticisms of original DBAE theory and practice in the 1980s. This study consists of a discussion of the following: (1) DBAE theory and practice in the 1980s, (2) theory and practice in the 1990s that suggest the development of Neo-DBAE, (3) characteristics of Neo-DBAE, and (4) factors contributing to the emergence of neo-DBAE. DBAE is defined as a theory of art instruction that emphasizes the disciplinary character of art and the study of art for its own sake. DBAE proponents proposed that art study consist of studio production, art criticism, art history, and aesthetics, with written curricula, and content of the four areas sequenced within and between grades. Learning outcomes would be identifiable and assessed through formal measures. Neo-DBAE is characterized as somewhat post modern in that it incorporates aspects of multiculturalism and collective decision making. It is contextually responsive to the needs of teachers and students, and allows for variable learning outcomes. (DK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC